Building Trust in High School Math Classrooms: Strategies for Mitigating Social Risk to Support a Collaborative Learning Environment

dc.contributor.author	Haltermann, Julia
dc.date.accessioned	2015-07-30T21:14:20Z
dc.date.available	2015-07-30T21:14:20Z
dc.date.issued	2015-06-15
dc.identifier.uri	http://hdl.handle.net/1803/7143
dc.description	This capstone paper explores how teachers can provide identity resources (norms, participation structures, and discourse strategies) to high school math students to encourage a reconciliation among mathematic, social, cultural identities. By providing positive identity resources for students and increasing opportunities for competence construction, teachers simultaneously reduce the social risk which inhibits many students and therefore support a collaborative learning environment.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Vanderbilt University. Peabody College	en_US
dc.rights	Attribution-NoDerivs 3.0 United States	*
dc.rights.uri	http://creativecommons.org/licenses/by-nd/3.0/us/	*
dc.subject	trust, social risk, math identity, competence	en_US
dc.title	Building Trust in High School Math Classrooms: Strategies for Mitigating Social Risk to Support a Collaborative Learning Environment	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

Except where otherwise noted, this item's license is described as Attribution-NoDerivs 3.0 United States