This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Esmonde, I. Social Bookmarking                         What's this?

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

University of Toronto

This review considers research related to mathematics education and cooperative learning, and it discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. In this context, equity is defined as the fair distribution of opportunities to learn, and the argument is that identity-related processes are just as central to mathematical development as content learning. The link is thus considered between classroom social ecologies, the interactions and positional identities that these social ecologies make available, and student learning. The article closes by considering unresolved questions in the field and proposing directions for future research.

Key Words: cooperative learning • equity • mathematics education

Review of Educational Research, Vol. 79, No. 2, 1008-1043 (2009)
DOI: 10.3102/0034654309332562


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?