Abstract
This review considers research related to mathematics education and cooperative learning, and it discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. In this context, equity is defined as the fair distribution of opportunities to learn, and the argument is that identity-related processes are just as central to mathematical development as content learning. The link is thus considered between classroom social ecologies, the interactions and positional identities that these social ecologies make available, and student learning. The article closes by considering unresolved questions in the field and proposing directions for future research.
Publisher
American Educational Research Association (AERA)
Cited by
120 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献