Exploring Situated Insights into Research and Learning.

By Jo Boaler. 2000

132 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/e4e8272ef0e21a9775131d084434808b3096435d

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms (2009, background): “…examined the interrelation between learning and classroom practice has demonstrated that students are often participating quite competently in the systems of social practice that have been made available to them (Boaler, 2000a; Gresalfi et al., 2009; Perkins, 1992; Schoenfeld, 1988; Wertsch, 1991).”
Identity, Goals, and Learning: Mathematics in Cultural Practice (2002, background): “…recent research in math education has viewed teaching as involving socializing students into the norms and discourse practices of the mathematics class (Cobb, Wood, & Yackel, 1993; Greeno, 1998) and fostering students’ ability to see themselves as “doers of mathematics” (Boaler, 1999, 2000).”
An interpretive scheme for analyzing the identities that students develop in mathematics classrooms (2009, background): “…prominent in the mathematics education research literature in recent years, particularly in analyses that are concerned with equity in students’ access to significant mathematical ideas (Abreu, 1995; Boaler, 2000, 2002; Cobb & Hodge, 2002; Gutstein, 2002a, 2002b; Nasir, 2002; Sfard, 2002).”
Identifying Cyclic Patterns of Interaction to Study Individual and Collective Learning (2001, background): “Similarly, in other situative studies focusing on schooling, Boaler (2000) and Beach (1995) contrasted forms of arithmetical reasoning developed by groups of students who participated in different school settings.”
On The Purpose of Mathematics Education Research: Making Productive Contributions to Policy and Practice (2002, unknown): “These two different perspectives would also probably lead the researchers to very different explanations for the results (Boaler, 2000).”
ZPC and ZPD: Zones of Teaching and Learning (2008, background): “The question is a matter of what they are constructing (Boaler, 2000). From two different perspectives on learning, we have Vygotsky's (1986) theoretical framework describing the social construction of knowledge and von Glasersfeld's (1995) radical constructivist theory describing the construction o”
Teaching and Learning Mathematics for Social Justice in an Urban, Latino School (2003, background): “She used a situated perspective to analyze the classroom culture, " The students' development of mathematical content knowledge could not be separated from their engagement with the common practices of the school mathematics classroom " (Boaler, 2000, p. 114).”
On the theoretical, conceptual, and philosophical foundations for research in mathematics education (2005, result): “These two different perspectives would also probably lead the researchers to very different explanations for the results (Boaler, 2000).”
When Smart Groups Fail (2003, background): “Second, insights from situative learning perspectives (as well as developmental socialization theories) suggest that we look to the kinds of practices that students have been accustomed to in school (Boaler, 2000).”
Mathematics as "Gate-Keeper" (?): Three Theoretical Perspectives that Aim Toward Empowering All Children With a Key to the Gate (2015, background): “The situated perspective offers different notions of what it means to have mathematics ability, changing the concept from “either one has mathematics ability or not” to an analysis of how the environment coconstitutes the mathematics knowledge that is learned (Boaler, 2000a).”
Learning to Teach Mathematics: Focus on Student Thinking (2001, background): “A number of researchers within mathematics education have developed this situated perspective as they characterize and study teachers, students, and classrooms (Boaler, 2000; Cobb, 1999; Stein & Brown, 1997).”