The social construction of youth and mathematics: The case of a fifth-grade classroom

Mathematics Teaching Learning and Liberation in the Lives of Black Children

Volumn , Issue , 2009, Pages 175-199

  Jackson, Kara J ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79551491067     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203877708     Document Type: Chapter

References (35)

1. Anderson, D.D. & Gold, E. (2006). Home to school: Numeracy practices and mathematical identities. Mathematical Thinking and Learning, 8(3), 261-286.
2. Baker, D., Street, B., & Tomlin, A. (2003). Mathematics as social: Understanding relationships between home and school numeracy practices. For the Learning of Mathematics, 23(3), 11-15.
3. Ball, D.L. & Bass, H. (2000). Making believe: The collective construction of public mathematical knowledge in the elementary classroom. In D.C. Phillips (Ed.), Constructivism in education: Opinions and second opinions on controversial issues (pp. 193-224). Chicago:The University of Chicago Press.
4. Boaler, J. (1997). Experiencing school mathematics: Teaching styles, sex, and setting. Buckingham, U.K.: Open University Press.
5. Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29(1), 41-62.
6. Boaler, J. (1999). Participation, knowledge and beliefs: A community perspective on mathematics learning. Educational Studies in Mathematics, 40, 259-281.
7. Boaler, J. (Ed.). (2000). Multiple perspectives on mathematics teaching and learning. Westport, CT: Ablex Publishing.
8. Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in mathematical practices. The Journal of the Learning Sciences, 10(1&2), 113-163.
9. deAbreu, G. (1999). Learning mathematics in and outside school: Two views on situated learning. In J. Bliss, R. Saljo & P. Light (Eds.), Learning sites: Social and technological resources for learning (pp. 17-31). Oxford: Elsevier Science.
10. Dossey, J.A. (1992). The nature of mathematics: Its role and its influence. In D. Grouws (Ed.), Handbook for research on mathematics teaching and learning (pp. 39-48). New York:Macmillan.
11. Gee, J. (1990/1996). Social linguistics and literacies: Ideology in discourses. London:Routledge.
12. Greeno, J.G., & Middle School Mathematics Through Applications Project Group. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5-26.
13. Heath, S.B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
14. Hiebert, J. (2003). What research says about the NCTM Standards. In J. Kilpatrick, W.G. Martin & D. Schifter (Eds.), A research companion to Principles and Standards for School Mathematics (pp. 5-23). Reston, VA: National Council of Teachers of Mathematics.
15. Hiebert, J. & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1-27). Hillsdale, NJ: Erlbaum.
16. Holstein, J.A. & Gubrium, J.F. (Eds.). (2008). Handbook of constructionist research. New York: The Guilford Press.
17. Horn, I.S. (2007). Fast kids, slow kids, lazy kids: Classification of students and conceptions of subject matter in math teachers' conversations. Journal of the Learning Sciences, 16, 37-79.
18. Jackson, K. (2007). Under construction: Learning mathematics across space and over time. Unpublished Dissertation, University of Pennsylvania. Philadelphia, PA.
19. Kieran, C., Forman, E., & Sfard, A. (2001). Learning discourse: Sociocultural approaches to research in mathematics education. Educational Studies in Mathematics, 46, 1-12.
20. Kohlberg, L. (1984). The psychology of moral development: The nature and validity of moral stages. San Francisco: Harper & Row.
21. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
22. Lemke, J.L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273-290.
23. Martin, D.B. (2000). Mathematics and success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Mahwah, NJ: Lawrence Erlbaum.
24. Martin, D.B. (2006a). Mathematics learning and participation as racialized forms of experience:African American parents speak on the struggle for mathematics literacy. Mathematical Thinking and Learning, 8(3), 197-229.
25. Martin, D.B. (2006b). Mathematics learning and participation in the African American context:The co-construction of identity in two intersecting realms of experience. In N. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classrooms (pp. 146-158). New York: Teachers College Press.
26. Martin, D.B. (2007). Beyond missionaries or cannibals: Who should teach mathematics to African American children? The High School Journal, 91(1), 6-28.
27. Nasir, N.S. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4(2 & 3), 213-247.
28. Packer, M.J. & Goicoecha, J. (2000). Sociocultural and constructivist theories of learning:Ontology, not just epistemology. Educational Psychologist, 35(4), 227-241.
29. Rymes, B. (2001). Conversational borderlands: Language and identity in an alternative urban high school. New York: Teachers College Press.
30. Schieffelin, B.B. & Ochs, E. (1986). Language socialization. Annual Review of Anthropology, 15, 163-191.
31. Stigler, J.W. & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York: Free Press.
32. Street, B.V. (Ed.). (1993). Cross-cultural approaches to literacy. Cambridge: Cambridge University Press.
33. Street, B.V., Baker, D., & Tomlin, A. (2005). Navigating numeracies: Home/School numeracy practices. Dordrecht: Springer.
34. Thompson, P.W., & Saldanha, L.A. (2003). Fractions and multiplicative reasoning. In J. Kilpatrick, W.G. Martin & D. Schifter (Eds.), A research companion to Principles and Standards for School Mathematics (pp. 95-113). Reston, VA: National Council of Teachers of Mathematics.
35. Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. New York: Cambridge University Press.