Cultivating Students' Discipline-Specific Dispositions as a Critical Goal for Pedagogy and Equity

By Melissa S. Gresalfi, Paul Cobb. 2006

155 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6e9b903f2141c6b116e9762f60d3fc76800ca326

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures (2009, background): “Thus, when analyzing opportunities to learn, one should consider not only students' access to mathematical content and discourse practices but also their access to (positional) identities as knowers and doers of mathematics ( Gresalfi & Cobb, 2006 ).”
Lines of Practice: A Practice-Centered Theory of Interest Relationships (2011, background): “Sociocultural perspectives concur that people develop long-term dispositions (eg, Gresalfi, 2009 ; Gresalfi & Cobb, 2006 ) to engage certain activities for their intrinsic qualities but, in addition, stress the inextricably social roots of people's growing selves ( Vygotsky, 1978 ).”
(Developing) Teacher Discourse Moves: A Framework for Professional Development* (2013, methodology): “Following Gresalfi and Cobb (2006), we define “opportunities to learn” as including”
Re-mythologizing mathematics through attention to classroom positioning (2009, background): “ Gresalfi and Cobb (2006) traced the development of student dispositions.”
Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms (2009, background): “Thus, learning is a process of developing dispositions; that is, ways of being in the world that involve ideas about, perspectives on, and engagement with information that can be seen both in moments of interaction and in more enduring patterns over time ( Gresalfi & Cobb, 2006 ).”
Positioning in mathematics education: revelations on an imported theory (2015, background): “1 To get a sense of the range of this kind of work, see, for example, Arkoudis & Love (2008), Engle & Conant (2002), Enyedy et al. (2008), Gresalfi & Cobb (2006), Hand, (2012), Herbel-Eisenmann, Wagner, & Cortes (2010), Ju & Kwon (2007), Mesa & Chang (2010), Turner, Domínguez, Maldonado, & Empson…”
PREDICTING MATHEMATICS ACHIEVEMENT: THE INFLUENCE OF PRIOR ACHIEVEMENT AND ATTITUDES (2011, background): “Nevertheless, the exploration and unravelling of this relationship is important for the improvement of learning and teaching in mathematics ( Gresalfi & Cobb, 2006 ; G rootenboer & Hemmings, 2007).”
Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. (2011, background): “However, the current implementation did not have the time to emphasize the development of strategic knowledge and scientific dispositions (Gresalfi & Cobb, 2006).”