How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement

By Jo Boaler. 2006

180 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/defb27427e59b16afd86777e58ec30c55619185b

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In Education

Citations in the corpus

Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms (2009, background): “Research on collaboration has documented that working with other students can create opportunities for students to engage more deeply with mathematical content than they might have done on their own (Boaler, 2006; Boaler & Staples, 2008; Cohen, 1986; Cohen & Lotan, 1995).”
Imagining the mathematician: young people talking about popular representations of maths (2010, background): “Similarly, teachers could either attract young people to mathematics or alienate them from it, depending on both their personal qualities and their pedagogic approaches (Boaler, 2006 ).”
Friendships and Group Work in Linguistically Diverse Mathematics Classrooms: Opportunities to Learn for English Language Learners (2016, background): “Complex instruction suggests a group work pedagogy including respecting multiple abilities, assigning group-worthy openended tasks, distributing roles, being explicit about students’ responsibilities, and maintaining shared accountability (Boaler, 2006).”
Noticing Children's Participation: Insights into Teacher Positionality toward Equitable Mathematics Pedagogy. (2014, background): “In this study, I focused on how equitable mathematics pedagogy, as evidenced by children’s participation (Boaler, 2006; Gresalfi et al., 2009), was informed by what teachers noticed about”
Social Identities and Opportunities to Learn: Student Perspectives on Group Work in an Urban Mathematics Classroom (2009, background): “Group work has been touted as a way to get students from ―different groups‖ to respect one another, but researchers have cautioned that teachers must take an active role in fostering that respect (Aronson &Bridgeman, 1979; Boaler, 2006).”
Leaving No Child behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education through the Science of Measurement and Instruction (2008, background): “Whether this approach to reforming school mathematics can really work is less and less a matter of speculation because examples of success exist (e.g., Boaler, 1997, 2006; Campbell, 1996; Knapp at al., 1995).”
Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures (2009, background): “One particularly relevant study focuses on what Boaler (2006) called “relational equity”—when students of varying cultural backgrounds, genders, and prior achievement treat one another’s classroom contributions with respect.”