Culture, Identity, and Equity in the Mathematics Classroom

By Paul Cobb, Lynn Hodge. 2010

91 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c62625eabb614081f33127d7b63acb08198ad3fd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jennifer M. Langer-Osuna
2. Indigo Esmonde
3. Miwa Aoki Takeuchi

In Education

1. Jennifer M. Langer-Osuna
2. Indigo Esmonde
3. Miwa Aoki Takeuchi
4. Luis A. Leyva

Citations in the corpus

• Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces (2013, background): “The theoretical assumptions that guided our analyses derive from sociocultural theories of learning (Cole, 1996; Vygotsky, 1978) and of identity (Holland, Lachicotte, Skinner, & Cain, 2001; Wortham, 2004). We draw on Holland et al.’s (2001) framework of figured worlds to conceptualize the constructi”