Equity, empowerment and different ways of knowing

Boaler, Jo

doi:10.1007/bf03217322

Cited by 43 publications

(40 citation statements)

References 9 publications

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“…We wonder if this means that, once boys have one method they are satisfied with, they choose to ignore any other possibilities. This is consistent with Boaler's (1997) finding that girls were more concerned with the connectedness of their knowing and the links between ideas, whereas boys tended to take a more 'separate' approach which valued certainty, absolute truth, procedures and algorithms.…”

Section: Discussionsupporting

confidence: 86%

Children's Views about Mathematics Learning after Participation in a Numeracy Initiative

Young-Loveridge

Taylor

2005

Research in Education

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Section: Discussionsupporting

confidence: 86%

Children's Views about Mathematics Learning after Participation in a Numeracy Initiative

Young-Loveridge

Taylor

2005

Research in Education

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“…The results obtained in this small-scale case study resonate with the findings reported in the large body of empirical research that indicates how collaborative learning experiences positively impact upon girls' affective responses to mathematics. For example , Boaler (1997a;b;, Barnes (2000) and Anderson (2005) all confirm the benefits of collaboration in promoting girls' enjoyment of mathematics. The affective advantages of cognitive-activation approaches to mathematics instruction have also been documented (OECD, 2016) and, in line with our findings, it therefore seems plausible that the concept of collaborative cognitiveactivation holds promise for improving girls' attitudes to mathematics.…”

Section: Discussionmentioning

confidence: 92%

Collaborative cognitive-activation strategies as an emancipatory force in promoting girls’ interest in and enjoyment of mathematics: A cross-national case study

Cantley

Prendergast

Schlindwein³

2017

International Journal of Educational Research

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The results of international large-scale assessments have revealed the emergence of gender disparities in attitudes to mathematics, with girls generally demonstrating lower levels of interest in and enjoyment of mathematics than boys. Given that attitudes to mathematics are key determinants of future STEM participation, collaborative cognitive-activation teaching strategies, which harmonise with the core tenets of feminist mathematical pedagogy, are proposed as a possible approach to improving girls' relationships with mathematics. The results of a small-scale cross-national case study that incorporated this approach through a six week intervention are reported. The findings show a significant increase in girls' enjoyment of mathematics but there was no significant change in boys' attitudes. Potential implications for mathematics education policy and practice are elucidated. Highlights  Girls generally tend to have more negative attitudes to mathematics than boys  Attitudes to mathematics are important determinants of future STEM participation  Collaborative cognitive-activation strategies may improve girls' attitudes

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“…The learning environment could under specific conditions create a new type of agency for the students, which imply different division of labour between teacher and students (Boaler and Greeno, 2000;Hakkarainen, Lipponen and Järvelä, 2001). The examples we have shown in this paper give suggestions of types of interactions in which the students have possibilities to develop conceptual knowledge, since they are engaged in a conceptual type of talk.…”

Section: Discussionmentioning

confidence: 99%

Categorisation in Knowledge Building

Ludvigsen

Mørch

2003

Designing for Change in Networked Learning Environments

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Abstract. In this paper we explore how students talk and reason when they were exposed to a set of categories taken from scientific discourse. The scientific categories are built into a web-based discussion forum (Fle) as part of a pedagogical and technological design. The scientific categories are based on the concepts of the progressive inquiry model for knowledge building. Socio-cultural theory with a focus on concepts like categories and prompting is our theoretical framework. In the DoCTA NSS project we have used the progressive inquiry model to explore how the students use categories to collaboratively build new understanding of a specific knowledge domain. Based on the theoretical framework and an empirical example, we argue that the progressive inquiry model -in its conceptual form -is too rationalistic for student knowledge building. We found that student knowledge building is task-specific and local oriented, rather than aimed at conceptual artifacts. INTRODUCTIONDesign experiments in different knowledge domains have been directed at how the learning environment could be designed to promote conceptual development beyond procedures and rules (Brown, 1992;Anderson, Holland, & Palincsar, 1997;Greeno & Goldman, 1998;Abbas et al, 2001). In many of these studies the authors have been able to show positive results, but they have also identified some shortcomings, such as fact-finding patterns (Hakkarainen & Palonen, 2002). An important finding is that students need to be prompted to articulate their conceptual understanding. The need for teacher intervention for creating conditions for the conceptual talk is also well documented (Hakkarainen, Lipponen & Järvelä, 2002).One important aspect of prompting that we explore in this paper is to use categories as "guiding principles" for the understanding-making process. Computer systems provide means for implementing such guiding principles, for example as different kinds of "sentence openers" built-into the ICT.Design experiments can be seen as an intervention in the educational practice; since the researchers in collaboration with teachers, try to change the way the students work. These shifts often presuppose a change in participation structures and how agency and division of labour are distributed between the teacher and the students. One aspect of this change is epistemological. By epistemological change we mean how the teachers and students think about the knowledge construction process. Their perception of this process has impact on what kind of participation structures will develop in the educational setting (Stenning, et al. in press; Hakkarainen, Lipponen and Järvelä, 2001).From a socio-cultural perspective on learning the notion of activity is seen as the basic concept for design and analysis. The participants in an activity are connected to each other by their involvement in talk and action with the teacher and their fellow students. The activity is mediated by the use of scaffolds inscribed in the computational environment. One scaffold we explore in t...

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Equity, empowerment and different ways of knowing

Cited by 43 publications

References 9 publications

Children's Views about Mathematics Learning after Participation in a Numeracy Initiative

Children's Views about Mathematics Learning after Participation in a Numeracy Initiative

Collaborative cognitive-activation strategies as an emancipatory force in promoting girls’ interest in and enjoyment of mathematics: A cross-national case study

Categorisation in Knowledge Building

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