Approaching Participation in School-Based Mathematics as a Cross-Setting Phenomenon

Autor/in	Jackson, Kara
Titel	Approaching Participation in School-Based Mathematics as a Cross-Setting Phenomenon
Quelle	In: Journal of the Learning Sciences, 20 (2011) 1, S.111-150 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
Schlagwörter	Ethnography; Mathematics; Mathematics Instruction; Mathematics Education; Mathematics Curriculum; Mathematics Activities; Homework; Case Studies; African American Students; Vignettes; Arithmetic; Grade 4; Grade 5; Educational Practices; Educational Research + Suchen Sie Ihr Suchwort? Ethnografie; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Hausaufgabe; Case study; Fallstudie; Case Study; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Bildungspraxis; Bildungsforschung; Pädagogische Forschung
Abstract	This article reports on an ethnographic study of a 10-year-old's pursuit of school-based mathematics across school and home to suggest that participating in school-based mathematics is a cross-setting phenomenon in at least 2 ways. First, I illustrate how accomplishing school-based mathematics literally extends into the home and how individuals recruit resources from their histories of participation in alternative settings to accomplish the work of school-based mathematics. Second, I show how a youth's social identification in the classroom is shaped by his teacher's partial accounts of how learning is arranged for in the home. Approaching participation in school-based mathematics as a cross-setting phenomenon illustrates the complexity inherent in participating in schooling and raises questions about how to coordinate schooling across school and home settings. (Contains 5 footnotes and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10