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  • Towards a theory of identity and agency in coming to learn mathematics

    Author(s)
    Grootenboer, Peter
    Jorgensen, Robyn
    Griffith University Author(s)
    Jorgensen, Robyn L.
    Grootenboer, Peter J.
    Year published
    2009
    Metadata
    Show full item record
    Abstract
    In writing this paper we draw considerably on the work of Jo Boaler and Leone Burton. Boaler's studies of classrooms have been particularly poignant in alerting the mathematics education community to a number of key features of successful classrooms, and how such features can turn around the successes for students who traditionally perform poorly in school mathematics. This is supplemented by the recent work of Leone Burton who worked extensively with research mathematicians in order to understand their communities and ways of working. Collectively these two seminal works provide valuable insights into potential ways to ...
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    In writing this paper we draw considerably on the work of Jo Boaler and Leone Burton. Boaler's studies of classrooms have been particularly poignant in alerting the mathematics education community to a number of key features of successful classrooms, and how such features can turn around the successes for students who traditionally perform poorly in school mathematics. This is supplemented by the recent work of Leone Burton who worked extensively with research mathematicians in order to understand their communities and ways of working. Collectively these two seminal works provide valuable insights into potential ways to move the field of school mathematics forward. In times when there is international recognition of the plight of school mathematics, there is a need for new teaching practices that overcome the hiatus of contemporary school mathematics.
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    Journal Title
    Eurasia Journal of Mathematics, Science & Technology Education
    Volume
    5
    Issue
    3
    Publisher URI
    http://www.ejmste.com/v5n3/main.html
    Copyright Statement
    © 2009 Eurasia. Self-archiving of the author-manuscript version is not yet supported by this publisher. Please refer to the journal link for access to the definitive, published version or contact the authors for more information.
    Subject
    Mathematics and Numeracy Curriculum and Pedagogy
    Education Systems
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/30195
    Collection
    • Journal articles

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