Social identities and opportunities to learn: Student perspectives on group work in an urban mathematics classroom

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dc.contributor.authorEsmonde, Indigo
dc.contributor.authorBrodie, Kanjana
dc.contributor.authorDookie, Lesley
dc.contributor.authorTakeuchi, Miwa
dc.date.accessioned2016-01-30T22:32:39Z
dc.date.available2016-01-30T22:32:39Z
dc.date.issued2009
dc.description.abstractIn this article, the authors investigate group work in a heterogeneous urban high school mathematics classroom. Two questions are explored: How do students describe cooperative group work in their mathematics class? How do students describe the way their socially constructed identities influence the nature of their group interactions in mathematics classrooms? The authors present a case study of the ways in which race, gender, and other social identities might influence the nature of group work in reform-oriented high school mathematics classrooms. The analysis, based on 14 interviews with high school students, focused on students perceptions of group work and their theories about when cooperative groups work well and when they do not. Students named interactional style, mathematical understanding, and friendships and relationships as the most influential factors. Using an analytic lens informed, in part, by critical race theory, the authors highlight the racialized and gendered nature of these factors.en_US
dc.description.refereedYesen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/35652
dc.identifier.urihttp://hdl.handle.net/1880/51076
dc.language.isoenen_US
dc.publisher.institutionUniversity of Torontoen_US
dc.publisher.urlhttp://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/46en_US
dc.subjectgroup worken_US
dc.subjectsocial identityen_US
dc.subjectmathematicsen_US
dc.subjectraceen_US
dc.subjectgenderen_US
dc.subjectsociocultural theoryen_US
dc.titleSocial identities and opportunities to learn: Student perspectives on group work in an urban mathematics classroomen_US
dc.typejournal article
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