An interpretive scheme for analyzing the identities that students develop in mathematics classrooms

Journal for Research in Mathematics Education

Volumn 40, Issue 1, 2009, Pages 40-68

  Cobb, Paul ^a,d   Gresalfi, Melissa ^b,e   Hodge, Lynn Liao ^c,f  

^a VANDERBILT UNIVERSITY   (United States)

^b INDIANA UNIVERSITY   (United States)

^c UNIVERSITY OF TENNESSEE   (United States)

^d VANDERBILT UNIVERSITY   (United States)

^e INDIANA UNIVERSITY   (United States)

^f UNIVERSITY OF TENNESSEE   (United States)

Author keywords

Classroom interaction; Constant comparisons method; Equity diversity; Middle grades, 5 8; Situated cognition; Social and cultural issues

Indexed keywords

EID: 58549097867     PISSN: 00218251     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

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