Affinity through Mathematical Activity: Cultivating Democratic Learning Communities

Autor/in	Sengupta-Irving, Tesha
Titel	Affinity through Mathematical Activity: Cultivating Democratic Learning Communities
Quelle	In: Journal of Urban Mathematics Education, 7 (2014) 2, S.31-54 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-2612
Schlagwörter	Democratic Values; Algebra; Student Diversity; Low Achievement; Student Characteristics; Cooperative Learning; Mathematics Instruction; Communities of Practice; Equal Education; Teaching Methods; Peer Relationship; Learning Activities; Semi Structured Interviews; Surveys; Student Attitudes; Teacher Attitudes; High School Students; At Risk Students; California + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Kooperatives Lernen; Mathematics lessons; Mathematikunterricht; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Lernaktivität; Survey; Umfrage; Befragung; Schülerverhalten; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kalifornien
Abstract	In this article, the author demonstrates how a broader view of what shapes affinity is ideologically and practically linked to creating democratic learning communities. Specifically, the author explores how a teacher employed complex instruction (an equity pedagogy) with her ethnically and racially diverse students in the "lowest track" Algebra I course. Sociometric network analyses used to model peer relationships revealed an affinity among three students that could not be explained by shared attributes or history (e.g., race or gender). Through field note analyses, the author argues these students' affinity was forged through shared mathematical activity--what she terms a "workship." This workship reflected equitable relationships born of diverse youth learning to work together by working together. The author discusses implications of the workship for teachers and researchers, as well as the constraints that stratified mathematics programs can place on classroom-based efforts to advance equity. (As Provided).
Anmerkungen	Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail: jumeinfo@gsu.edu; Web site: http://ed-osprey.gsu.edu/ojs/index.php/jume
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01