Examining equity of opportunities for learning mathematics through positioning theory

Tait-McCutcheon, Sandi; Loveridge, Judith

doi:10.1007/s13394-016-0169-z

Cited by 22 publications

(8 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study thus adds to research demonstrating the power teachers and institutions hold to (in)validate certain aspects of students' identities and influence belonging in school spaces (Tait-McCutcheon & Loveridge, 2016;Turner et al, 2013;Vetter, 2010), indicating a need for educators and researchers across K-12 and college contexts to continue to challenge the standardization of school writing and the prevalence of assessments that limit curricula and constrain identities (Au, 2009;Caplan and Johns, 2019). In Jain's case, the tension between his rhetorical abilities to adapt to different rhetorical situations and the ways he was positioned as "not a good writer" through school essay writing opportunities and assessments implies the potential value of more varied writing learning opportunities.…”

Section: [Conclusion]mentioning

confidence: 84%

Social Positioning and Learning Opportunities in One Student’s Textual Transition to College Writing

Jacobson

2024

Written Communication

View full text Add to dashboard Cite

Developing academic writers must continually position themselves discursively as they negotiate institutional, programmatic, and disciplinary contexts. The inextricable relationship of writing and identities raises questions of access to social identities in schools, a particularly salient issue when considering the complexities and challenges of the high school to college transition for students from historically marginalized groups. This study focuses on Jain, a first-generation Latino college student, as he positions himself as a writer over 18 months in response to a range of school-based writing tasks. My analysis finds that Jain’s identity negotiations are influenced by a history of social positioning in schools, as his stance-making patterns and sense of self as a writer reflect resources and opportunities he encounters. This study adds to research demonstrating the role teachers and institutions can play in (in)validating certain aspects of students’ identities and influencing belonging in school spaces, indicating a need for educators and researchers across K-12 and college contexts to continue to challenge the standardization of school writing and the prevalence of assessments that limit curricula and constrain identities.

show abstract

Section: [Conclusion]mentioning

confidence: 84%

Social Positioning and Learning Opportunities in One Student’s Textual Transition to College Writing

Jacobson

2024

Written Communication

View full text Add to dashboard Cite

show abstract

“…For example, Ritchie [20] used the positioning framework to investigate the dynamics of sixth grade students' interactions within same-gender and mixed-gender groups during science activities, showing that opportunities for learning science were denied to two female students because the two did not negotiate productive story lines within their groups. Tait-McCutcheon and Loveridge [21] examined how two primary school teachers taught the same mathematics lesson to their lowest ability group of second and third grade students. They analyzed how the positioning of the teacher and students, and the developing storylines and social acts from that positioning, led to inequitable opportunities for active and collaborative participation in the mathematics lesson.…”

Section: Literature Review 21 Positioning and Its Role In Students' Learningmentioning

confidence: 99%

Positioning–Emotions Association of Young Students Using Digital Technology

Daher

Swidan

2021

Mathematics

View full text Add to dashboard Cite

Researchers in social semiotics have shown students’ emotions to be associated with their positioning, an association which contributes to students’ cognitive processes and, therefore, to their learning. Nevertheless, this association between emotions and positioning, especially with regard to very young students, has not been extensively investigated with qualitative methods. The present work considers the positioning–emotions association in the context of third-grade students using digital technology to study relationships among quadrilaterals. The entire learning process of eight students, divided into four pairs, was recorded on video; the transcripts were then analyzed using qualitative and quantitative methods to understand the relationship between positioning and emotion constructs. A chi-square test was run for the transcribed data to find the correlations between constructs for positioning and emotions. We found a strong connection between outsiderness and boredom and between leadership confidence; moderate connections were found between outsiderness and powerless, help-seeking and confusion, and collaboration and interestedness. We used the discursive framework for connecting positioning with emotions to encode the data and triangulate our qualitative and quantitative findings. By these means, we were able to draw conclusions regarding the role of digital technology in determining students’ positioning and of the teacher in modifying undesirable positioning and its associated emotions.

show abstract

“…According to Elbers (2003), mathematics education should always focus on meaningful and real problems. Addressing significant and real problems also means addressing open (Coles & Brown, 2016) or non-routine (Tait-McCutcheon & Loveridge, 2016) problems in mathematics education, which could improve mathematics education.…”

Section: Flipped Learning Approaches and Mathematics Educationmentioning

confidence: 99%

Towards Flipped Learning in Upper Secondary Mathematics Education

Weinhandl¹,

Lavicza²,

Schallert³

2020

JME (Journal of Mathematics Education)

View full text Add to dashboard Cite

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

show abstract

Examining equity of opportunities for learning mathematics through positioning theory

Cited by 22 publications

References 33 publications

Social Positioning and Learning Opportunities in One Student’s Textual Transition to College Writing

Social Positioning and Learning Opportunities in One Student’s Textual Transition to College Writing

Positioning–Emotions Association of Young Students Using Digital Technology

Towards Flipped Learning in Upper Secondary Mathematics Education

Contact Info

Product

Resources

About