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Developing Agency within the Middle-School Mathematics Classroom: Authenticating the Interrelationship between Mathematical and Social Identity

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dc.contributor.author Santana, Stephen
dc.date.accessioned 2012-04-05T19:02:17Z
dc.date.available 2012-04-05T19:02:17Z
dc.date.issued 2012-04
dc.identifier.uri http://hdl.handle.net/1803/5067
dc.description Teaching and Learning Department Capstone Project en_US
dc.description.abstract In the traditional middle school mathematics classroom, learning is viewed as a passive process in which students receive knowledge via the didactic instruction of the teacher. Learning is a social process, however, and adolescence is a development period in which social interactions become more salient in students’ formation of identity. The current norms that pervade the middle school mathematics classroom must be transformed to allow for new conceptions of epistemic authority. Classrooms must become communities of learning in which students share the power to construct and negotiate knowledge. In this paper, I focus on the interrelationship of adolescent social development and mathematical agency and how the mathematics classroom should be structured with an understanding of students’ social development. I assert that without a positive interdependence between students, mathematical agency will be hindered and all members of the learning community will be negatively affected. en_US
dc.language.iso en_US en_US
dc.publisher Vanderbilt University. Peabody College en_US
dc.subject social development en_US
dc.subject agency en_US
dc.subject sociomathematic norms en_US
dc.subject care en_US
dc.subject.lcsh Mathematics -- Study and teaching (Middle school) en_US
dc.subject.lcsh Mathematics teachers -- Training of en_US
dc.title Developing Agency within the Middle-School Mathematics Classroom: Authenticating the Interrelationship between Mathematical and Social Identity en_US
dc.type Capstone en_US
dc.description.college Peabody College of Education and Human Development en_US
dc.description.department Department of Teaching and Learning en_US


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