Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures

By Indigo Esmonde. 2009

164 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/eab4aed1e72a9a6f2af3724dc885f6882003925e

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

In Education

Citations in the corpus

Lexical bundle analysis in mathematics classroom discourse: the significance of stance (2010, background): “, Esmonde, 2009), authority and agency issues can be quite amplified in small group work. Additionally, students make interesting contributions related to teacher stance which are very difficult to capture, for example, when they whisper to each other or make comments under their breath. Houssart (2”
Positioning in mathematics education: revelations on an imported theory (2015, background): “We encourage authors especially to include more discussion about storylines because, as Esmonde and Langer-Osuna (2013) convincingly showed, storylines have implications for equitable practices in schools and classrooms.”
An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, background): “…constantly negotiated across different contexts in response to discourses shaped by intersecting systems of oppression such as racism, sexism, classism, and heteronormativity (see, e.g., Berry, Thunder, & McClain, 2011; Boaler & Greeno, 2000; Esmonde, 2009; Mendick, 2006; Stinson, 2008).”
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).”
Handbook of Research on Learning and Instruction (2011, background): “In this section we describe several research studies examining two skill learning variables, feedback and contextual interference, influential in motor skill learning.”
Rigor and Responsiveness in Classroom Activity (2016, background): “In doing so we contribute to a growing body of research focused on specifying equity-in-practice (Boaler & Staples, 2008; Esmonde, 2009; Horn & Kane, 2012; Jackson, Garrison, Wilson, Gibbons, & Shahan, 2013; Rosebery & Warren, 1995).”
Friendships and Group Work in Linguistically Diverse Mathematics Classrooms: Opportunities to Learn for English Language Learners (2016, methodology): “Individualistic “A propensity for working individually before consulting one another, for not asking for help when needed, and for denying help to group members who expressed confusion or requested assistance” (Esmonde, 2009, p. 256).”