Opportunities to learn in practice and identity

Assessment, Equity, and Opportunity to Learn

Volumn , Issue , 2008, Pages 170-199

  Greeno, James G ^a   Gresalfi, Melissa S ^b  

^a Indiana University ^*

^b INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84923418452     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9780511802157.008     Document Type: Chapter

References (62)

1. Ames, C. 1992. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84: 261-71.
2. Ames, C. and J. Archer. 1988. Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology 80: 260-7.
3. Barwise, J. and J. Perry. 1983. Situations and attitudes. Cambridge: MIT Press.
4. Black, P. and D. Wiliam. 1998. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 80: 139-48.
5. Boaler, J. 2002. Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning, revised and expanded edition. Mahwah, NJ: Lawrence Erlbaum Associates. (Originally published 1997)
6. Bowers, J. S., P. Cobb, and K. McClain. 1999. The evolution of mathematical practices: A case study. Cognition and Instruction 17: 25-64.
7. Brown, A. L. and J. C. Campione. 1994. Guided discovery in a community of learners. In Classroom lessons: Integrating cognitive theory and classroom practice, edited by K. McGilly. Cambridge: MIT Press.
8. Cobb, P., M. Gresalfi, and L. Hodge. Forthcoming. An interpretive scheme for analyzing the identities that students develop in mathematics classrooms.
9. Cohen, E. G. 1986. Designing groupwork: Strategies for the heterogeneous classroom. New York: New Press.
10. Confrey, J. 1994. Splitting, similarity, and rate of change: A new approach tomultiplicative and exponential functions. In The development of multiplicative reasoning in the learning of mathematics, edited by G. Harel and J. Confrey, 293-332. Albany, N.Y.: SUNY Press.
11. D’Amato, J. 1992. Resistance and compliance in minority classrooms. In Minority education: Anthropological perspectives, edited by E. Jacob and C. Jordan, 181-207. Norwood, N.J.: Ablex.
12. Delpit, L.D. 1988.Thesilenced dialogue:Power andpedagogy in educating other people’s children. Harvard Educational Review 58: 280-98.
13. Doyle, W. and K. Carter. 1984. Academic tasks in the classroom. Curriculum Inquiry 14: 124-49.
14. Dweck, C. S. 1999. Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
15. Dweck, C. S. and E. L. Legett. 1988. A social-cognitive approach to motivation and personality. Psychological Review 95: 256-73.
16. Engeström, Y. 1999. Activity theory and individual and social transformation. In Perspectives on activity theory, edited by Y. Engeström, R. Miettinen and R. Punamaki. New York: Cambridge University Press.
17. Engeström, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work 14: 133-56.
18. Engle, R. A. and F. Conant. 2002. Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a Community of Learners classroom. Cognition and Instruction 20: 399-483.
19. Erickson, F. 1992. Transformation and school success: The policies and culture of educational achievement. In Minority education: Anthropological perspectives, edited by E. Jacob and C. Jordan, 27-51. Norwood, N.J.: Ablex.
20. Fennema, E., T. P. Carpenter, M. Franke, and D. Carey. 1993. Learning to use children’s mathematics thinking: A case study. In Schools, mathematics, and the world of reality, edited by R. B. Davis and C. A. Maher. Boston: Allyn and Bacon.
21. Galileo, G. 1632/1967. Dialogue concerning the two chief world systems. Berkeley: University of California Press.
22. Gamoran, A., C.W. Anderson, P. A. Quiroz, W. G. Secada, T. Williams, and S. Ashman. 2003. Transforming teaching in math and science: How schools and districts can support change. New York: Teachers College Press.
23. Gee, J. P. 2001. Identity as an analytic lens for research in education. In Review of Research in Education, vol. 25, edited by W. G. Secada. Washington, D.C.: American Educational Research Association.
24. Gibson, J. J. 1979. The ecological approach to visual perception. Boston: Houghton Mifflin.
25. Greeno, J. G. 2001. Students with competence, authority, and accountability: Affording intellective identities in classrooms. New York: College Board.
26. Greeno, J. G., D. R. Smith, and J. L. Moore. 1993. Transfer of situated learning. In Transfer on trial: Intelligence, cognition, and instruction, edited by D. K. Detterman and R. J. Sternberg, 99-167. Norwood, N.J.: Ablex.
27. Gresalfi, M. S. 2004. Taking up opportunities to learn: Examining the construction of participatory mathematical identities in middle school students. Palo Alto: Stanford University.
28. Gresalfi, M. S. 2006, April. Opportunities for whom? Classroom practices and the participatory identities of differentially successful students. Paper presented at the American Educational Research Association.
29. Gutstein, E. 2003. Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education 34: 37-73.
30. Hall, R. P., J. Knudsen, and J. G. Greeno. 1996. A case study of systemic aspects of assessment technologies. Educational Assessment 3: 315-61.
31. Hall, R. and A. Rubin. 1998. There’s five little notches in here: Dilemmas in teaching and learning the conventional structure of rate. In Thinking practices in mathematics and science learning, edited by J. G. Greeno and S. V. Goldman, 189-236. Mahwah, N.J.: Erlbaum.
32. Harré, R. and L. van Langenhove. 1999. Positioning theory: Moral contexts of intentional action. Oxford: Blackwell Publishers.
33. Herrenkohl, L. and J. V. Wertsch. 1999. The use of cultural tools: Mastery and appropriation. In Development of mental representation: Theories and applications, edited by I. Sigel, 415-35. Mahwah, N.J.: Lawrence Erlbaum.
34. Holland, D., D. Skinner, J. G. Lachicotte, and C. Cain. 1998. Identity in cultural worlds. Cambridge: Harvard University Press.
35. Hutchins, E. 1995a. Cognition in the wild. Cambridge: MIT Press.
36. Hutchins, E. 1995b. How a cockpit remembers its speed. Cognitive Science 19: 265-88.
37. Jordan, B., and P. Putz. 2004. Assessment as practice: Notes on measures, tests, and targets. Human Organization 63: 346-58.
38. Kintsch, W. 1998. Comprehension: A paradigm for cognition. Cambridge: Cambridge University Press.
39. Ladson-Billings, G. 1997. It doesn’t add up: African American students’ mathematical achievement. Journal for Research in Mathematics Education 28: 697-708.
40. Lampert, M. 1990. When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal 27: 29-63.
41. Lampert, M. 2001. Teaching problems and the problems of teaching. New Haven: Yale University Press.
42. Lave, J. 1988. Cognition in practice: Mind, mathematics and culture in everyday life. New York: Cambridge University Press.
43. Lave, J. and E. Wenger. 1991. Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
44. Lipka, J., G. V. Mohatt, and the CiulistetGroup. 1998. Transforming the culture of schools: Yup’ik Eskimo examples. Mahwah, N.J.: Lawrence Erlbaum.
45. Marshall, H. 1972. Social constraints on learning. In Learning to work, edited by B. Greer. Beverly Hills: Sage Publications.
46. Moses, R. P. and C. E. Cobb. 2001. Radical equations: Math literacy and civil rights. Boston: Beacon Press.
47. Moss, J. and Case, R. 1999.Developing children’s understanding of the rational numbers: A newmodel and an experimental curriculum. Journal for Research in Mathematics Education 30: 122-47.
48. National Center for Research in Mathematical Sciences Education, and Freudenthal Institute. (1997-1998). Mathematics in Context. Chicago: Encyclopedia Britannica.
49. Norman, D. A. 1988. The psychology of everyday things. New York: Basic Books.
50. Ogbu, J. U. 1992. Adaptation to minority status and impact on school success. Theory into Practice 31: 287-95.
51. Phillips, S. 1972. Participant structures and communicative competence: WarmSprings children in community and classroom. In Functions of language in the classroom, edited by C. Cazden, D. Hymes, and V. John, 370-94. New York: Teachers College Press.
52. Pickering, A. 1995. The mangle of practice: Time, agency, and science. Chicago: University of Chicago Press.
53. Reed, E. 1996. Encountering the world: Toward an ecological psychology. Oxford: Oxford University Press.
54. Sfard, A. and A. Prusak. 2005. Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher 34: 14-22.
55. Smith, M. E. 2004. Practices in transition: A case study of classroom assessment. In Standards-based mathematics assessment in middle school, edited by T. A. Romberg, 60-79. New York: Teachers College Press.
56. Stein, M.K., M.S. Smith, M.A. Henningsen, and E. Silver. 2000.Implementing standards based mathematics instruction: A casebook for professional development. New York: Teachers College Press.
57. Suchman, L. 1985. Plans and situated action: The problem of human-machine communication. Cambridge: Cambridge University Press.
58. Varenne, H. and R. McDermott. 1998. Successful failure: The schools that America builds. Boulder: Westview.
59. Vygotsky, L. S. 1978.Mind and society: The development of higher psychological processes. Cambridge: Harvard University Press.
60. Wenger, E. 1998. Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
61. Wiggins, G. P. 1993. Assessing student performance: Exploring the purpose and limits of testing. San Francisco: Jossey-Bass.
62. Yackel, E. and P. Cobb. 1996. Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education 27: 458-77.