Constructing Identifications with Mathematics Pedagogies, Dis/Abilities and "Our Dominican Selves" [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).

Autor/in	Lambert, Rachel
Titel	Constructing Identifications with Mathematics Pedagogies, Dis/Abilities and "Our Dominican Selves" [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).
Quelle	(2013), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; Hispanic American Students; Grade 7; Secondary School Mathematics; Learning Disabilities; Mathematics Skills; Cultural Awareness; Cultural Influences; Individualized Education Programs; Self Concept; Academic Ability; Ethnography; Interviews; Poverty; Low Income Students; Urban Schools; Mathematics Instruction; Teaching Methods; Language Usage; Ethnicity; Sex; Equal Education + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; School year 07; 7. Schuljahr; Schuljahr 07; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cultural identity; Kulturelle Identität; Cultural influence; Kultureinfluss; Individualized education program; Individualisierendes Lernen; Selbstkonzept; Ethnografie; Interviewing; Interviewtechnik; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Ethnizität; Geschlecht; Geschlechtsverkehr
Abstract	How do children develop identifications with mathematics over time, seeing themselves as agents in their math classrooms (or not)? This ethnographic and interview study followed nine Latino/a children with and without learning dis/abilities through two years of mathematics in a high-poverty urban school. The children participated in two distinct mathematical pedagogies (discussion-based and procedural-based) that differently constructed ability and dis/ability in mathematics. Individual children constructed unique and dynamic self-understandings as math learners over time, using the cultural resources of the multiple contexts in which they participated, including positioning through language use, ethnicity, gender, and dis/ability. Children made connections between equity and discussion-based mathematics, and between procedural mathematics and fixed conceptions of mathematical ability. [For the complete proceedings, see ED584443.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01