Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

By Indigo Esmonde. 2009

264 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b043e76ed0c9df726fca1c7aec48349d23960e3d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Noticing Children's Participation: Insights into Teacher Positionality toward Equitable Mathematics Pedagogy. (2014, background): “To address this concern, scholars are exploring conceptions of equitable mathematics practices that attend to access, identity, achievement, culture, and social justice (DiME, 2007; Esmonde, 2009; Gutiérrez, 2007; Leonard, 2008; Strutchens et al., 2012; Wager & Stinson, 2012).”
Toward a Framework for Research Linking Equitable Teaching With the Standards for Mathematical Practice (2017, background): “, Hand, 2012; Wager, 2014), identity (Esmonde, 2009), and teacher beliefs (e.”
Constructing confidence and identities of belonging in mathematics at the transition to secondary school (2013, background): “Mathematics learning, in this perspective, happens through participation in a social ecology and through the processes of identity development and communication (Esmonde, 2009).”
Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces (2013, background): “Elsewhere, we have written about the ways in which students’ social identities (identities linked to social categories such as gender or race) intersect with their practice-linked identities (identities that develop through participation in a particular practice such as a mathematics class) in ways ”
Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adults' Lives (2017, background): “The former students indicated that they had learned to take intellectual authority as well as a very active stance towards mathematics in their lives (Boaler & Greeno, 2000; Boaler & Sengupta-Irving, 2016; Cobb et al., 2009b; Esmonde, 2009a, 2009b; Langer-Osuna, 2011).”
Social Identities and Opportunities to Learn: Student Perspectives on Group Work in an Urban Mathematics Classroom (2009, background): “The interviews took place at the Journal of Urban Mathematics Education Vol. 2, No. 2 25 same school, and with many of the classmates of Willow and Candie, who took part in a related study in 2004–2005 (Esmonde, 2009b).”