Mathematical micro-identities: moment-to-moment positioning and learning in a fourth-grade classroom

By M. Wood. 2013

133 citations recorded by the source corpus.

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Positioning in mathematics education: revelations on an imported theory (2015, background): “…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 (2013) and Wood (2013).”
Handbook of Research on Learning and Instruction (2011, background): “In this section we describe several research studies examining two skill learning variables, feedback and contextual interference, influential in motor skill learning.”
The Social Construction of Authority Among Peers and Its Implications for Collaborative Mathematics Problem Solving (2016, background): “A second form fundamental to student-led collaborative work is a social form of authority that I term directive authority, the authority to issue directives to peers in the management of group dynamics (Wood, 2013; Wood & Kalinec, 2012).”
Robust and Fragile Mathematical Identities: A Framework for Exploring Racialized Experiences and High Achievement Among Black College Students (2015, background): “Furthermore, there is a recognition that identity is dynamic across situations and can be transformed from This content downloaded from 141.211.247.188 on Mon, 25 Mar 2019 18:02:18 UTC All use subject to https://about.jstor.org/terms one moment to the next (Boaler & Greeno, 2000; Wood, 2013).”