Modeling as Story-Building and Storytelling: Developing the Mathematical Identities of Adolescent Girls of Color

Autor/in	Imm, Kara
Titel	Modeling as Story-Building and Storytelling: Developing the Mathematical Identities of Adolescent Girls of Color
Quelle	In: Journal of Mathematics Education at Teachers College, 12 (2021) 1, S.17-29 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Mathematics Instruction; Algebra; Females; Minority Group Students; Culturally Relevant Education; Identification (Psychology); Adolescents; Barriers; Racial Bias; Gender Bias; High School Students; Secondary School Mathematics; Mathematical Models; Ethnicity; Elementary Secondary Education; Story Telling; Cooperative Learning; Telecommunications; Handheld Devices + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Racial discrimination; Rassismus; Geschlechterstereotyp; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematical model; Mathematisches Modell; Ethnizität; Kooperatives Lernen; Telekommunikationstechnik
Abstract	"Algebra-as-gatekeeper" is a powerful paradigm that structures students' experiences within mathematics class, as well as their future educational trajectories. In this paper, I show how modeling--when conceived as a culturally relevant practice--can support students to make sense of the key ideas of algebra as well as develop positive mathematical identities. This requires two important facets: 1) that students see themselves reflected in the contexts that are mathematized and 2) that they are positioned to be creative, sense-making story builders and storytellers of this mathematics. Results from my semester-long design study with adolescent girls of color illustrate the potential of modeling, especially for students who often experience the greatest barriers to participation, engagement, and learning within the high school mathematics class. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: https://jmetc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01