Designing mathematics classes to promote equity and engagement-Reference-Cited by-同舟云学术

Designing mathematics classes to promote equity and engagement

Published:2016-03 Issue: Volume:41 Page:172-178
ISSN:0732-3123
Container-title:The Journal of Mathematical Behavior
language:en
Short-container-title:The Journal of Mathematical Behavior

Author:

Boaler Jo

Funder

Teachers for a New Era

Publisher

Elsevier BV

Subject

Applied Mathematics,Applied Psychology,Education

Reference45 articles.

1. One teacher and a class of school students: Their perception of the culture of their mathematics classroom and its construction;Angier;Educational Review,1999

2. Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning;Boaler,2002

3. The development of disciplinary relationships: Knowledge, practice and identity in mathematics classrooms;Boaler;For the Learning of Mathematics,2002

4. Exploring the nature of mathematical activity: Using theory, research and ‘working hypotheses’ to broaden conceptions of mathematics knowing;Boaler;Educational Studies in Mathematics,2002

5. The ‘Psychological Prison’ from which they never escaped: The role of ability grouping in reproducing social class inequalities;Boaler;FORUM,2005

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2. Building Mathematics Professional Development With an Explicit Attention to Concepts and Student Opportunities to Struggle Framework;Mathematics Teacher Educator;2023-02-01

3. A learning trajectory for enumerating permutations: Applying and elaborating a theory of levels of abstraction;The Journal of Mathematical Behavior;2022-12

4. Öğrencilerin Silindirin Hacmi Konusunda Geliştirdikleri Matematiksel Fikirler: Sınıf İçi Argümantasyon Modeli;Yuzunci Yil Universitesi Egitim Fakultesi Dergisi;2022-03-23

5. Using the Five Practices to Promote Active and Equitable Learning Environments;Global Perspectives and Practices for Reform-Based Mathematics Teaching;2022