2,265
Views
93
CrossRef citations to date
0
Altmetric
Original Articles

Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms

Pages 327-369 | Received 24 Jul 2007, Published online: 22 Jul 2009

REFERENCES

  • Ames , C. 1992 . Classrooms: Goals, structures, and student motivation. . Journal of Educational Psychology , 84 : 261 – 271 .
  • Ames , C. and Archer , J. 1988 . Achievement goals in the classroom: Students learning strategies and motivation processes. . Journal of Educational Psychology , 80 : 260 – 267 .
  • Anderson , J. R. , Reder , L. M. and Simon , H. A. 1996 . Situated learning and education. . Educational Researcher , 25 ( 4 ) : 5 – 11 .
  • Apple , M. W. 1992 . Do the standards go far enough? Power, policy, and practice in mathematics education. . Journal for Research in Mathematics Education , 23 : 412 – 431 .
  • Bandura , A. 1977 . Social Learning Theory. Englewood Cliffs, NJ : Prentice-Hall. .
  • Barab , S. A. , Cherkes-Julkowski , M. , Swenson , R. , Garrett , S. , Shaw , R. E. and Young , M. 1999 . Principles of self-organization: Learning as participation in autocatakinetic systems. . Journal of the Learning Sciences , 8 : 349 – 390 .
  • Barab , S. A. and Plucker , J. A. 2002 . Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. . Educational Psychologist , 37 ( 3 ) : 165 – 182 .
  • Boaler , J. 1997 . Reclaiming school mathematics: The girls fight back. . Gender and Education , 9 : 285 – 305 .
  • Boaler , J. 2000a . Exploring situated insights into research and learning. . Journal for Research in Mathematics Education , 31 : 113 – 119 .
  • Boaler , J. 2000b . Mathematics from another world: Traditional communities and the alienation of learners. . Journal of Mathematical Behavior , 18 : 379 – 397 .
  • Boaler , J. 2002 . Paying the price for “sugar and spice”: Shifting the analytic lens in equity research. . Mathematical Thinking and Learning , 4 : 127 – 145 .
  • Boaler , J. 2006 . How a detracked mathematics approach promoted respect, responsibility, and high achievement. . Theory Into Practice , 45 ( 1 ) : 40 – 46 .
  • Boaler , J. and Greeno , J. G. 2000 . “ Identity, agency, and knowing in mathematical worlds. ” . In Multiple perspectives on mathematics teaching and learning Edited by: Boaler , J. 45 – 82 . Stamford, CT : Ablex. .
  • Boaler , J. and Staples , M. 2008 . Creating mathematical futures through an equitable teaching approach: The case of Railside School. . Teachers College Record , 110 : 608 – 645 .
  • Bransford , J. D. , Brown , A. L. and Cocking , R. R. , eds. 2000 . How people learn: Brain, mind, experience, and school. Washington, DC : National Academy Press. .
  • Brown , J. S. , Collins , A. and Duguid , P. 1989 . Situated cognition and the culture of learning. . Educational Researcher , 18 ( 1 ) : 32 – 42 .
  • Carr , M. and Claxton , G. 2002 . Tracking the development of learning dispositions. . Assessment in Education , 9 ( 1 ) : 937
  • Cobb , P. 1999 . Individual and collective mathematical learning: The case of statistical data analysis. . Mathematical Thinking and Learning , 1 : 5 – 44 .
  • Cobb , P. and Bauersfeld , H. , eds. 1995 . Emergence of mathematical meaning: Interaction in classroom cultures. Hillsdale, NJ : Erlbaum. .
  • Cobb , P. , Gresalfi , M. S. and Hodge , L. 2009 . An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. . Journal for Research in Mathematics Education , 40 : 40 – 68 .
  • Cobb , P. , Stephan , M. , McClain , K. and Gravemeijer , K. 2001 . Participating in classroom mathematical practices. . Journal of the Learning Sciences , 10 : 113 – 164 .
  • Cohen , E. G. 1986 . Designing groupwork: Strategies for the heterogeneous classroom. New York : New Press. .
  • Cohen , E. G. and Lotan , R. A. 1995 . Producing equal status interactions in the heterogeneous classroom. . American Educational Research Journal , 32 : 99 – 120 .
  • Delpit , L. D. 1988 . The silenced dialogue: Power and pedagogy in educating other peoples children. . Harvard Educational Review , 58 : 280 – 298 .
  • Driscoll , M. 1999 . Fostering algebracic thinking: A guide for teachers grades 6–10. Portsmouth : Heinemann. .
  • Engestrom , Y. 1999 . “ Activity theory and individual and social transformation. ” . In Perspectives on activity theory Edited by: Engestrom , Y. , Miettinen , R. and Punamaki , R. 19 – 38 . New York : Cambridge University Press. .
  • Erickson , F. 1992 . “ Transformation and school success: The policies and culture of educational achievement. ” . In Minority education: Anthropological perspectives Edited by: Jacob , E. and Jordan , C. 27 – 51 . Norwood, NJ : Ablex. .
  • Erickson , F. 2005 . Talk and social theory: Ecologies of speaking and listening in everyday life. Cambridge, , England : Polity Press. .
  • Fordham , S. and Ogbu , J. U. 1996 . Black students school success: Coping with the “burden of acting white.” . Urban Review , 18 ( 3 ) : 176 – 206 .
  • Gardner , H. 1983 . Frames of mind: The theory of multiple intelligences. New York : Basic Books. .
  • Gee , J. P. 1999 . An introduction to discourse analysis: Theory and method. London : Routledge. .
  • Glaser , R. and Chi , M. 1988 . “ Overview. ” . In The nature of expertise Edited by: Chi , M. , Glaser , R. and Farr , M. xvxxvii Hillsdale, NJ : Erlbaum .
  • Goodwin , M. H. 1990 . He-said, she-said: Talk as social organization among black children. Bloomington : Indiana University Press. .
  • Greeno , J. G. 1991 . Number sense as situated knowing in a conceptual domain. . Journal for Research in Mathematics Education , 22 : 170 – 218 .
  • Greeno , J. G. 1997 . On claims that answer the wrong questions. . Educational Researcher , 26 ( 1 ) : 5 – 17 .
  • Greeno , J. G. and Gresalfi , M. S. 2008 . “ Opportunities to learn in practice and identity. ” . In Assessment, equity, and opportunity to learn Edited by: Moss , P. A. , Pullin , D. C. , Gee , J. P. , Haertel , E. H. and Young , L. J. 170 – 199 . New York : Cambridge University Press. .
  • Gresalfi , M. S. 2004 . Taking up opportunities to learn: Examining the construction of participatory mathematical identities in middle school students. Unpublished doctoral dissertation, Stanford University, Stanford, CA.
  • Gresalfi , M. S. and Cobb , P. 2006 . Cultivating students discipline-specific dispositions as a critical goal for pedagogy and equity. . Pedagogies , 1 : 49 – 58 .
  • Gresalfi , M. S. and Ingram-Goble , A. June 2008 . Designing for dispositions. June , Paper presented at the International Conference of the Learning Sciences, Utrecht, The Netherlands.
  • Gresalfi , M. S. , Martin , T. , Hand , V. and Greeno , J. G. 2009 . Constructing competence: An analysis of students participation in the activity system of mathematics classrooms. . Educational Studies in Mathematics , 70 : 49 – 70 .
  • Gutierrez , K. D. and Rogoff , B. 2003 . Cultural ways of learning: Individual traits or repertoires of practice. . Educational Researcher , 32 ( 5 ) : 19 – 25 .
  • Hatano , G. and Inagaki , K. 1996 . “ Sharing cognition through collective comprehension activity. ” . In Perspectives on socially shared cognition Edited by: Resnick , L. B. , Levine , J. M. and Teasley , S. D. 331 – 348 . Washington, DC : American Psychological Association. .
  • Heath , S. B. 1983 . Ways with words: Language, life, and work in communities and classrooms. New York : Cambridge University Press. .
  • Henningsen , M. and Stein , M. K. 1997 . Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. . Journal for Research in Mathematics Education , 28 : 524 – 549 .
  • Holland , D. , Skinner , D. , Lachicotte , W. Jr. and Cain , C. 1998 . Identity in cultural worlds. Cambridge, MA : Harvard University Press. .
  • Horn , I. S. 2007 . Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers conversations. . Journal of the Learning Sciences , 16 : 37 – 79 .
  • Kilpatrick , J. , Swafford , J. and Findell , B. , eds. 2001 . Adding it up: Helping children learn mathematics. Washington, DC : National Academy Press. .
  • Kuipers , J. and McDermott , R. 2007 . “ Ethnographic responsibility. ” . In Fine description: Ethnographic and linguistic essays Edited by: Conklin , H. C. , Conklin , J. C. and McDermott , R. 1 – 24 . New Haven, CT : Yale University. .
  • Ladson-Billings , G. 1997 . It doesnt add up: African American students mathematical achievement. . Journal for Research in Mathematics Education , 28 : 697 – 708 .
  • 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 .
  • Lampert , M. 2001 . Teaching problems and the problems of teaching. New Haven, CT : Yale University Press. .
  • Lave , J. and Wenger , E. 1991 . Situated learning: Legitimate peripheral participation. New York : Cambridge University Press. .
  • Lubienski , S. T. 2000 . Problem solving as a means towards mathematics for all: An exploratory look through a glass lens. . Journal for Research in Mathematics Education , 31 : 454 – 482 .
  • Lubienski , S. T. 2003 . Celebrating diversity and denying disparities: A critical assessment. . Educational Researcher , 32 ( 8 ) : 30 – 38 .
  • Martin , D. B. 2003 . Hidden assumptions and unaddressed questions in Mathematics for All rhetoric . The Mathematics Educator , 13 ( 2 ) : 7 – 21 .
  • McDermott , R. 1993 . “ The acquisition of a child by a learning disability. ” . In Understanding practice Edited by: Chaiklin , S. and Lave , J. 269 – 305 . Cambridge, , England : Cambridge University Press. .
  • Mehan , H. 1979 . Learning lessons: Social organization in the classroom. Cambridge, MA : Harvary University Press. .
  • Moses , R. P. , Kamii , M. , Swap , S. M. and Howard , J. 1989 . The Algebra Project: Organizing in the spirit of Ella. . Harvard Educational Review , 59 : 423 – 443 .
  • Nasir , N. S. and Saxe , G. B. 2003 . Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. . Educational Researcher , 32 ( 5 ) : 14 – 18 .
  • National Mathematics Advisory Panel. 2008 . Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC : Author. .
  • Ochs , E. 1979 . “ Transcription as theory. ” . In Developmental pragmatics Edited by: Ochs , E. and Schieffelin , B. 43 – 72 . New York : Academic Press. .
  • OConnor , M. C. and Michaels , S. 1996 . “ Shifting participant frameworks: Orchestrating thinking practices in group discussions. ” . In Discourse, learning, and schooling Edited by: Hicks , D. 63 – 103 . New York : Cambridge University Press. .
  • Perkins , D. 1992 . Smart schools: Better thinking and learning for every child. New York : Free Press. .
  • Rose , M. 1989 . Lives on the boundary: The struggles and achievements of Americas underprepared. New York : Free Press. .
  • Schoenfeld , A. H. 1988 . When good teaching leads to bad results: The disasters of “well-taught” mathematics courses. . Educational Psychologist , 23 ( 2 ) : 145 – 166 .
  • Sfard , A. 1998 . On two metaphors for learning and the dangers of choosing just one. . Educational Researcher , 27 ( 2 ) : 4 – 13 .
  • Slavin , R. E. 1983 . Cooperative learning. New York : Longman. .
  • Staples , M. 2008 . Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom. . Journal of Mathematics Teacher Education , 11 ( 5 ) : 349 – 371 .
  • Stein , M. K. , Smith , M. S. , Henningsen , M. A. and Silver , E. A. 2000 . Implementing standards-based mathematics instruction: A casebook for professional development. New York : Teachers College Press. .
  • Thelen , E. and Smith , L. B. 1994 . A dynamic systems approach to the development of cognition in action. Cambridge, MA : MIT Press. .
  • Thomas , D. and Brown , J. S. 2007 . The play of imagination: Extending the literary mind. . Games and Culture , 2 ( 2 ) : 149 – 172 .
  • Turner , J. C. and Patrick , H. 2008 . How does motivation develop and why does it change? Reframing motivation research. . Educational Psychologist , 43 ( 3 ) : 119 – 131 .
  • van Langenhove , L. and Harre , R. 1999 . “ Introducing positioning theory. ” . In Positioning theory: Moral contexts of intentional action Edited by: Harre , R. and van Langenhove , L. 14 – 31 . Oxford, , England : Blackwell. .
  • Varenne , H. and McDermott , R. 1998 . Successful failure: The schools that America builds. Boulder, CO : Westview. .
  • Webb , N. M. 1982 . Peer interaction and learning in cooperative small groups. . Journal of Educational Psychology , 74 : 642 – 655 .
  • Webb , N. M. 2003 . Promoting effective helping behavior in peer-directed groups. . International Journal of Educational Research , 39 ( 1–2 ) : 73 – 97 .
  • Wenger , E. 1998 . Communities of practice: Learning, meaning, and identity. Cambridge, , England : Cambridge University Press. .
  • Wertsch , J. V. 1991 . Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA : Harvard University Press. .
  • Willis , P. 1977 . Learning to labor: How working class kids get working class jobs. New York : Columbia University Press. .
  • Wortham , S. 2004 . The interdependence of social identification and learning. . American Educational Research Journal , 41 : 715 – 750 .
  • Yackel , E. and Cobb , P. 1996 . Sociomathematical norms, argumentation, and autonomy in mathematics. . Journal for Research in Mathematics Education , 27 : 458 – 477 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.