From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics

By Na'ilah Suad Nasir, Victoria Hand. 2008

433 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a5501d25ee6c0e537ce2c444ad23cf2dc226447e

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In Physical Therapy, Sports Therapy and Rehabilitation

In Safety Research

In Social Psychology

Citations in the corpus

(Re)Framing Educational Possibility: Attending to Power and Equity in Shaping Access to and within Learning Opportunities (2013, methodology): “These techniques were coupled with ones in which students like Esmeralda were positioned as competent members of the broader mathematics community, as having made plays that are useful for the ‘team’ to analyze, and where a ‘mistake’ is natural and expected [Nasir, 2008; Nasir & Hand, 2008].”
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.”
Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adults' Lives (2017, neutral): “…particularly for students of color (Hand, Penuel, & Gutiérrez, 2012; Langer-Osuna, 2007, 2011; Martin, 2000, 2009, 2012; Martin, Gholson, & Leonard, 2010; Nasir, 2000; Nasir & de Royston, 2013; Nasir & Hand, 2008; Nasir & Shah, 2011; Stinson, 2013; Turner, Dominguez, Maldonado, & Empson, 2013).”
Relational Equity as a Design Tool Within Making and Tinkering Activities (2016, background): “Her research in informal learning environments such as track, dominoes, and basketball contexts (Nasir, 2008, 2012; Nasir & Hand, 2008; Nasir & Shah, 2011) has provided in depth analyses of the ways in which informal spaces support the positive alignment of youth’s learning and social identities.”
Eliciting Engagement in the High School Classroom (2014, background): “Even among studies that examine identity in high school, the focus is on how schools and schooling experiences inadvertently shape or are shaped by students’ identities (e.g., Davidson, 1996; LannegrandWillems & Bosma, 2006; Nasir & Hand, 2008; Roeser, Peck, & Nasir, 2006; Yonezawa et al., 2009).”
Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “Others have looked at opportunities to learn more broadly, in terms of what sort of engagement and social positioning is offered by certain classroom practices and how those afford or constrain opportunities to learn in school mathematics (Esmonde et al. 2009; Gresalfi 2009; Nasir and Hand 2008).”
Youth engagement in high schools: Developing a multidimensional, critical approach to improving engagement for all students (2009, background): “Some of the research on after-school and non-traditional schooling activities speaks to these findings as well (Nasir and Hand 2008; Rose 2004).”
Engaging in Science: A Feeling for the Discipline (2016, background): “This interpretation seems to align as well with accounts of identity and engagement from sociocultural perspectives (Brickhouse et al., 2000; Brown, 2004; Carlone & Johnson, 2007; Nasir & Hand, 2008; Tan & Calabrese Barton, 2008).”
On Defense: African American Males Making Sense of Racialized Narratives in Mathematics Education (2011, background): “We have come to view identities as being rooted in and developed through the everyday learning practices that we have access to and engagement in (Wenger, 1998; Nasir & Hand, 2008).”
Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure (2015, background): “(p. 179) Nasir and Hand (2008) have gone further in conceptualizing the reasons why so many students remain at the receiving end of mathematical knowledge and never engage in it fully.”