Exploring the NATURE OF MATHEMATICAL activity: USING theory, research and `working hypotheses' to broaden conceptions of mathematics knowing

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The many colors of algebra: The impact of equity focused teaching upon student learning and engagement (2016, background): “A critical feature of active mathematical engagement that has gained recognition in recent years is the opportunity for student agency (Boaler, 2002b; Gutstein, 2003) – when students get the opportunity to express their own ideas and combine their own thinking with standard mathematics.”
Are different students expected to learn norms differently in the mathematics classroom? (2004, background): “It is not clear to what extent research about norms in the mathematics classroom has addressed social questions (Boaler, 2002; Lerman, 2001).”
Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations (2009, methodology): “The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002).”
"She's Always Been the Smart One. I've Always Been the Dumb One": Identities in the Mathematics Classroom (2012, background): ““Different pedagogies are not just vehicles for more or less knowledge, they shape the nature of the knowledge produced and define the identities students develop as mathematics learners through the practices in which they engage” (Boaler, 2002a, p. 132).”