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“We can be anything we want to be in math class:” Creating spaces that support student engagement. Lisa M. Jilk PSCTM February 9, 2009. Teacher-Researcher Trajectory. High school mathematics teacher (1993-2002) Graduate Student (2002-2007)
Lisa M. Jilk
February 9, 2009
Cohen, E. G. (1994)
(Greeno, 2005; Martin, 2002; Wenger, 1998)
Participation in mathematics classrooms
(Boaler & Greeno, 2002; Sfard & Prusak, 2005)
Participation in communities of practice
Participation in schools and classrooms
(void of content)
(Ladson-Billings, 1995; Nieto, 1992; Waters, 1999)
Identity is “the imagining of self in worlds of action...developed in and through cultural activity... a key means through which people care about and care for what is going on around them...Identity mediates agency” (Holland, Lachicotte, Skinner, & Cain, 1998, p. 5).
(Holland, D., Lachiotte, W., Skinner, D., & Cain, C., 1998)
“I am black, but blackness is not the totality of my identity. It is not even the core of my identity…I have the freedom to define myself as I think best. After all, who’s living my life? (Lester, 1992, p. 84).
“Try to help the person next to you, in front of
you, to the side, whatever.”
(Helping people in need)
“Are you done? You don’t understand?
Let me help you.”
(Caring for the well-being of others)
“Everybody had to learn it.”
(Working together to help everybody find God)
Norms for mathematical participation and learning
“You guys were like preachers, always making sure everybody understands and caring about our learning…I don’t remember none of my classes being selfish or things like that. It was weird if a person was selfish and we used to like criticize that person, like, ‘Damn! They’re hella shady! What are you doin’?’ And they used to change. It’s like, ‘I don’t have to be like this.’ That changed their mind. So, we were like that in my group. We always worked together. “Okay, you guys, we have to work together. Are you done? You don’t understand? Okay, let me help you. That’s what I remember about my math class.”
Lisa: In math?
Emily: Yeah. I got closer to my friends and I got closer to people I didn’t know. I learned about them. I learned about their culture. I learned how to respect them even though they were different than I was. Their religion. They were Catholic, I was Christian. But that didn’t matter, you know? I learned how to share. How to share the answers and how to help, how to help them and support them.
Create spaces in math classrooms that provide students with opportunities to connect with and use their identities as intellectual resources and publically validate students when they do so.
Is the goal in teaching to enable students “to become a better me, or to become like you?”
(K. Gutierrez, as cited in Cobb & Hodge, 2002; emphasis added)
Amelia: There were a lot of ways in which we can be in math class.
Emily: We can be everything that we want to be in our math class.
Amelia: Basically, we can be ourselves in math. We CAN be ourselves.
Sandra: If we want to be.
Mariana: Everything, basically, we can be in math.
Amelia: We can be ourselves. Whatever characteristics describe you. We can be OURSELVES!
Use norms and roles that promote social and intellectual respect, collaboration, and “relational equity” (Boaler, in press).
Expand version of School mathematics
Assign competence to relevant mathematical skills and understandings
Allow students to use their home languages