Mathematics from Another World: Traditional Communities and the Alienation of Learners☆

By Jo Boaler. 2000

156 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5bd0f3b308758e674105e844ab91d0d4292ec1ea

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Play-Based Learning and Intentional Teaching in Early Childhood Contexts (2011, background): “…in the discussion of how play-based learning and intentional teaching sit together, as mathematics is often perceived by many teachers (including early childhood practitioners) as rule-based with a rigid pedagogy and the emphasis on children memorising and recalling rules (Boaler, 2000).”
Paying the Price for "Sugar and Spice": Shifting the Analytical Lens in Equity Research (2002, background): “These students’accounts offer insights into the reasons why relatively low proportions of women continue with mathematics courses at university, despite their propensity to understand, which are entirely consistent with the views expressed by the students I interviewed from a number of different hig”
Peer Context of Mathematics Classroom Belonging in Early Adolescence (2005, background): “That is, from their history in mathematics classrooms, students likely have a sense of affiliation and affective tie with mathematics classes in general (Boaler, 1999).”
Cultural, Discursive Psychology: A Sociocultural Approach to Studying the Teaching and Learning of Mathematics (2001, background): “The ways in which individuals want to see themselves developing, perhaps as the classroom fool, perhaps as attractive to someone else in the classroom, perhaps as gaining praise and attention from the teacher or indirectly from their parents, lead to particular goals in the classroom and therefore p”
The marginalized identities of sense-makers: Reframing engineering student retention (2010, background): “Furthermore, when students perceive a course does not value sense-making, many of them disidentify not just with the course but also with the discipline (Boaler & Greeno, 2000; Boaler, 2000).”
Not belonging? What makes a functional learner identity in undergraduate mathematics? (2007, background): “Many researchers (for example, Burton, 1999a ; Fennema & Romberg, 1999 ; Boaler, 2000 , 2002 ; Maher, 2005 ) argue that mainstream classroom mathematics teaching excludes learners, and that mathematics can only be made accessible to all in a participatory pedagogy which encourages exploration, ”
The Interdependence of Social Identification and Learning (2004, background): “Some argue, first, that students develop types of identities that are tied to curricular content, in the sense that one becomes a type of (for example) math student (Boaler, 2000; Greeno, 1998; Nasir, 2002; Walkerdine, 1988).”
Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms (2009, background): “…examined the interrelation between learning and classroom practice has demonstrated that students are often participating quite competently in the systems of social practice that have been made available to them (Boaler, 2000a; Gresalfi et al., 2009; Perkins, 1992; Schoenfeld, 1988; Wertsch, 1991).”
PUTTING CONTEXT IN CONTEXT: AN EXAMINATION OF THE EVIDENCE FOR THE BENEFITS OF ‘CONTEXTUALISED’ TASKS (2011, background): “Boaler (2000) argued that in mathematics classrooms, students learn not only mathematics but also to be mathematics learners.”
Mathematics as "Gate-Keeper" (?): Three Theoretical Perspectives that Aim Toward Empowering All Children With a Key to the Gate (2015, background): “The situated perspective offers different notions of what it means to have mathematics ability, changing the concept from “either one has mathematics ability or not” to an analysis of how the environment coconstitutes the mathematics knowledge that is learned (Boaler, 2000a).”
“My favourite subject is maths. For some reason no-one really agrees with me”: student perspectives of mathematics teaching and learning in the upper primary classroom (2011, methodology): “The often individualistic nature of mathematics lessons seems extremely unusual, causing some students to view mathematics classrooms as “other-worldly,” with no relationship to their own lives and perhaps no connection to other academic areas ( Boaler 2000 ).”
The Paradigm Shift in Mathematics Education: Explanations and Implications of Reforming Conceptions of Teaching and Learning (2015, background): “There was broad recognition that teaching mathematics to all students required something other than the transmission of objective, disembodied content (see, for example, Boaler, 2000).”
Being a Mathematics Learner: Four Faces of Identity (2015, background): “That is, students become particular types of people—those who view themselves and are recognized by others as a part of the community with some being more central to the practice and others situated on the periphery (Boaler, 2000; Lampert, 2001; Wenger, 1998).”
Mathematical Caring Relations in Action (2010, unknown): “Linking what one knows to one's construction of oneself is not uncommon (e.g., Belenky, Clinchy, Goldberger, & Tarule, 1997; Boaler, 2000; Cobb, Gresalfi, & Hodge, 2009; Harding, 1991; Larochelle, 2000; Wenger, 1998; Wortham, 2004).”