Expanding participation in problem solving in a diverse middle school mathematics classroom

Mathematics Education Research Journal

Volumn 22, Issue 1, 2010, Pages 91-118

  Weber, Keith ^a   Radu, Iuliana ^a   Mueller, Mary ^b   Powell, Arthur ^c   Maher, Carolyn ^a  

^a RUTGERS UNIVERSITY   (United States)

^b SETON HALL UNIVERSITY   (United States)

^c RUTGERS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77958546622     PISSN: 10332170     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03217560     Document Type: Article

References (45)

1. Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33, 239-258.
2. Brousseau, G. (1997). Theory of didactical situations in mathematics. 1970-1990. Dordrecht, the Netherlands: Kluwer.
3. Cobb, P., & Hodge, L.L. (2002). A relational perspective on issues of cultural diversity and equity as they play out in the classroom. Mathematical Thinking and Learning, 4, 249-284.
4. Cobb, P. & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3/4), 175-190.
5. Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics education.Journal for Research in Mathematics Education, 23, 2-33.
6. Cobb, P., Yackel, E., & Wood, T. (1993). Learning mathematics: Multiple perspectives, theoretical orientation. In T. Wood, P. Cobb, E. Yackel, and D. Dillon (Eds.), Rethinking elementary school mathematics: Insights and issues. Journal for Research in Mathematics Education Monograph Series, Number 6 (pp. 21-32). Reston, VA: NCTM.
7. Delpit, L. (1988). The silenced dialog: Power and pedagogy in educating other people's children. Harvard Educational Review, 58, 280-298.
8. Diversity in Mathematics Education for Teaching and Learning (DiME). (2007). Culture, race, power, and mathematics education.In F. Lester (Ed.), Second handbook for mathematics teaching and learning (pp. 405-434). Charlotte, NC: NCTM and Information Age Publishing.
9. Ellis, A. B. (2007). Connections between generalizing and justifying: Students reasoning with linear relationships. Journal for Research in Mathematics Education, 38, 194-221.
10. Francisco, J., & Maher, C. A. (2005). Conditions for promoting reasoning in problem solving: Insights from a longitudinal study. Journal of Mathematical Behavior, 24, 361-372.
11. Frankenstein, M., & Powell, A. (1989). Mathematics education and society: Empowering non-traditional students. In C. Keitel (Ed.) Mathematics, education, and society (pp. 157-159). Paris: UNESCO Science and Technology Education.
12. Griffin, S., Case, R., & Siegler, R. (1994). Rightstart: Providing the central conceptual prerequisities for first formal learning of arithmetic for students at risk for school failure. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp.25-49). Cambridge: MIT Press/Bradford Books.
13. Gutierrez, R. (2002). Enabling the practice of mathematics teachers in context: Toward a new equity research agenda. Mathematics Thinking and Learning, 4, 145-187.
14. Guttierrez, R. (2008). A "gap gazing" fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39, 357-364.
15. Hand, V. (2003). Reframing participation: Meaningful mathematical activity in diverse classrooms. Unpublished doctoral dissertation, Stanford University.
16. Herbst, P. (2003). Using novel tasks in teaching mathematics: Three tensions affecting the work of the teacher. American Education Research Journal, 40, 197-238.
17. Herbst, P., & Brach, C. (2006). Proving and doing proofs in high school geometry: What is it that is going on for the students. Cognition and Instruction, 24, 73-122.
18. Kamii, C. (1985). Young children reinvent mathematics: Implications of Piaget's theory. New York: Teachers College Press.
19. Lubienski, S. T. (2000). Problem solving as a means towards "mathematics for all": An exploratory look through a class lens. Journal for Research in Mathematics Education, 31, 454-482.
20. Lubienski, S. T. (2002). Research, reform, and equity in U.S. mathematics education.Mathematical Thinking and Learning, 4, 103-125.
21. Madison, B. L., & Hart, T. A. (1990). A challenge of numbers: People in the mathematical sciences. Washington, D.C.: National Academy Press.
22. Maher, C. A. (2002). How students structure their own investigations and educate us: What we've learned from a fourteen-year case study. In A. D. Cockburn & E. Nardi (Eds.), Proceedings of the 26th Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 31-46). Norwich, England: University of East Anglia.
23. Maher, C. A., & Martino, A. (1996). The development of the idea of mathematical proof: A five-year case study. Journal for Research in Mathematics Education, 27, 194-214.
24. Martin, D. B. (2000). Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Mahwah, New Jersey: Lawrence Erlbaum.
25. Martin, D. B. (2003). Hidden assumptions and unaddressed questions in Mathematics for All rhetoric. The Mathematics Educator, 13(2), 7-21.
26. Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
27. Miller, S. (1995). An American imperative. New Haven, CT: Yale University Press.
28. Moses, R. P. (2001). Radical equations. Boston, Massachusetts: Beacon Press.
29. Nasir, N. S. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4, 213-248.
30. Nasir, N. S., & Cobb, P. (2002). Diversity, equity, and mathematical learning. Mathematical Thinking and Learning, 4, 91-102.
31. National Commission on Mathematics and Science Teaching for the 21st Century. (2000). Before it's too late: A report to the nation. Washington, D.C.: U.S. Department of Education.
32. National Science Foundation (2000). Science and engineering indicators 2000. Washington, D.C.: Author.
33. Powell, A. B. (1986). Working with 'underprepared' mathematics students. In M. Driscoll & J. Confrey (Eds.), Teaching mathematics: Strategies that work (2nd ed., pp. 181-192). Pourtsmith, New Hampshire: Heinemann.
34. Powell, A. B. (2004). The diversity backlash and the mathematical agency of students of color. In M. J. Hoines & A.B. Fuglestad (Eds.) Proceedings of the 28th Conference for the International Group of the Psychology of Mathematics Education (Vol. 1, pp. 37-54). Bergen, Norway: Bergen University College.
35. Rasmussen, C., & Marrongelle, K. (2006). Pedagogical content tools. Journal for Research in Mathematics Education, 37, 388-420.
36. Reyes, L. H., & Stanic, G. M. A. (1988). Race, sex, socioeconomic status, and mathematics. Journal for Research in Mathematics Education, 19, 26-43.
37. Schoenfeld, A. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
38. Schoenfeld, A. (2002). Looking for leverage: Issues of classroom research on "algebra for all". Plenary address given at the 2nd International Conference for the Teaching of Mathematics (at the undergraduate level). Hersonissos, Greece.Retrieved October 6, 2006, from http://www.math.uoc.gr/~ictm2/Proceedings/ICTM2_Proceedings_Table_of_Contents.html.iver
39. Secada, W. G. (1989). Educational equity versus equality of education: An alternative conception. In W. G. Secada (Ed.), Equity in education (pp. 68-88). New York: Farmer.
40. Steffe, L. P. (2003). Fractional commensurate, composition, and adding schemes. Learning trajectories of Jason and Laura: Grade 5. Journal of Mathematical Behavior, 22, 237-295.
41. Wang, J., & Goldschmidt, P. (1999). Opportunity to learn, language, proficiency, and immigrant status effects on mathematical achievement. Journal of Educational Research, 93, 101-111.
42. Weber, K., Maher, C., Powell, A., & Lee, H.S. (2008). Learning opportunities in group discussions: Warrants become the objects of debate. Educational Studies in Mathematics, 68, 247-261.
43. Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458-477.
44. Yackel, E., & Rasmussen, C. (2002). Beliefs and norms in mathematics classrooms. In G. C. Leder, E. Pehknonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education (pp. 313-330). Dordrecht, the Netherlands: Kluwer.
45. Zaslavsky, O. (2005). Seizing the opportunity to create uncertainty in learning mathematics. Educational Studies in Mathematics, 60, 279-321.