Difference between pages "Boaler (2008) BERJ" and "Jansen, Herbel-Eisenmann, & Smith III (2012)"

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{{Title|Promoting 'Relational Equity' and High Mathematics Achievement Through an Innovative Mixed‐Ability Approach}}
{{Title|Detecting Students' Experiences of Discontinuities Between Middle School and High School Mathematics Programs: Learning During Boundary Crossing}}
__NOTOC__
__NOTOC__
Author: [[Jo Boaler]]
The article ''Detecting Students' Experiences of Discontinuities Between Middle School and High School Mathematics Programs: Learning During Boundary Crossing'' was written by [[Amanda Jansen]], [[Beth Herbel-Eisenmann]], and [[John Smith III]] and published in ''[[Mathematical Thinking and Learning]]'' in 2012. The article is available from Taylor & Francis Online at http://www.tandfonline.com/doi/abs/10.1080/10986065.2012.717379.
Journal: ''[[British Educational Research Journal]]''
Year: 2008
Source: http://doi.wiley.com/10.1080/01411920701532145


== Abstract ==
== Abstract ==
Equity is a concept that is often measured in terms of test scores, with educators looking for equal test scores among students of different cultural groups, social classes or sexes. In this article the term 'relational equity' is proposed to describe equitable relations in classrooms; relations that include students treating each other with respect and responsibility. This concept will be illustrated through the results of a four‐year study of different mathematics teaching approaches, conducted in three Californian high schools. In one of the schools—a diverse, urban high school—students achieved at higher levels, learned good behaviour, and learned to respect students from different cultural groups, social classes, ability levels and sexes. In addition, differences in attainment between different cultural groups were eliminated in some cases and reduced in all others. Importantly, the goals of high achievement and equity were achieved in tandem through a mixed‐ability mathematics approach that is not used or well known in the UK.
 
Transitions from middle school to high school mathematics programs can be problematic for students due to potential differences between instructional approaches and curriculum materials. Given the minimal research on how students experience such differences, we report on the experiences of two students as they moved out of an integrated, problem-based mathematics program in their middle school into a high school mathematics program that emphasized procedural fluency. We conducted an average of two interviews per year for two and a half years with participants and engaged in participant-observation at their high school. In this study, we illustrate an analytic process for detecting discontinuities between settings from participants' perspectives. We determined that students experienced a discontinuity if they reported meaningful differences between settings (frequent mention, in detail, with emphasis terms) and concurrently reported a change in attitude. Additionally, these students' experiences illustrate two opportunities to learn during boundary-crossing experiences: identification and reflection.


== Outline of Headings ==
== Outline of Headings ==


* Introduction
* Background
* Literature Review
** Transition into Secondary School
** Relational equity
** Students' Experiences in Secondary Mathematics Classrooms
* Description of the study
** Boundary Crossing and Discontinuities
* Data analysis
** Learning During Boundary-Crossing Experiences
** Relational equity
* Methods
** 1. Commitment to the learning of others
** Context
*** 1. Reciprocity
*** Curricular shift
*** 2. Responsibility when things go wrong
*** Instructional shift
** 2. Respect for other people's ideas
*** Building shift: Introduction of tracking
** 3. Learning methods of communication and support
** Participants
* Discussion and conclusion
** Collection
** Data Analysis
*** Meaningful differences
*** Changes in attitudes
*** Discontinuity
* Two Cases: Illustrations of Boundary Crossing
** Bethany: Pursuit of Opportunities to Develop and Use Her Own Solution Strategies
*** Boundary crossing as a process of identification
** Ethan: Reflections About the Nature of Mathematics Content and Instruction
*** Boundary crossing as a process of reflection
* Discussion
** Limitations
** Conclusions and Implications
 
== Also ==


== Corrolary ==
;APA
;APA
: Boaler, J. (2008). Promoting "relational equity" and high mathematics achievement through an innovative mixed‐ability approach. ''British Educational Research Journal'', 34(2), 167–194. doi:10.1080/01411920701532145
: Jansen, A., Herbel-Eisenmann, B., & Smith III, J. P. (2012). Detecting students' experiences of discontinuities between middle school and high school mathematics programs: Learning during boundary crossing. ''Mathematical Thinking and Learning'', 14(4), 285–309. doi:10.1080/10986065.2012.717379
;BibTeX
;BibTeX
<pre>
<pre>
@article{Boaler2008,
@article{Jansen2012,
author = {Boaler, Jo},
author = {Jansen, Amanda and Herbel-Eisenmann, Beth and {Smith III}, John P.},
doi = {10.1080/01411920701532145},
doi = {10.1080/10986065.2012.717379},
journal = {British Educational Research Journal},
journal = {Mathematical Thinking and Learning},
number = {2},
number = {4},
pages = {167--194},
pages = {285--309},
title = {{Promoting 'relational equity' and high mathematics achievement through an innovative mixed‐ability approach}},
title = {{Detecting students' experiences of discontinuities between middle school and high school mathematics programs: Learning during boundary crossing}},
url = {http://doi.wiley.com/10.1080/01411920701532145},
url = {http://www.tandfonline.com/doi/abs/10.1080/10986065.2012.717379},
volume = {34},
volume = {14},
year = {2008}
year = {2012}
}
}
</pre>
</pre>


[[Category:Journal Articles]]
[[Category:Journal Articles]]
[[Category:British Educational Research Journal]]
[[Category:Mathematical Thinking and Learning]]
[[Category:2008]]
[[Category:2012]]
[[Category:Equity and Social Justice]]
[[Category:Middle School Mathematics]]
[[Category:High School Mathematics]]
[[Category:High School Mathematics]]
[[Category:Learning Sciences]]

Latest revision as of 05:29, 15 November 2013

Detecting Students' Experiences of Discontinuities Between Middle School and High School Mathematics Programs: Learning During Boundary Crossing

The article Detecting Students' Experiences of Discontinuities Between Middle School and High School Mathematics Programs: Learning During Boundary Crossing was written by Amanda Jansen, Beth Herbel-Eisenmann, and John Smith III and published in Mathematical Thinking and Learning in 2012. The article is available from Taylor & Francis Online at http://www.tandfonline.com/doi/abs/10.1080/10986065.2012.717379.

Abstract

Transitions from middle school to high school mathematics programs can be problematic for students due to potential differences between instructional approaches and curriculum materials. Given the minimal research on how students experience such differences, we report on the experiences of two students as they moved out of an integrated, problem-based mathematics program in their middle school into a high school mathematics program that emphasized procedural fluency. We conducted an average of two interviews per year for two and a half years with participants and engaged in participant-observation at their high school. In this study, we illustrate an analytic process for detecting discontinuities between settings from participants' perspectives. We determined that students experienced a discontinuity if they reported meaningful differences between settings (frequent mention, in detail, with emphasis terms) and concurrently reported a change in attitude. Additionally, these students' experiences illustrate two opportunities to learn during boundary-crossing experiences: identification and reflection.

Outline of Headings

  • Background
    • Transition into Secondary School
    • Students' Experiences in Secondary Mathematics Classrooms
    • Boundary Crossing and Discontinuities
    • Learning During Boundary-Crossing Experiences
  • Methods
    • Context
      • Curricular shift
      • Instructional shift
      • Building shift: Introduction of tracking
    • Participants
    • Collection
    • Data Analysis
      • Meaningful differences
      • Changes in attitudes
      • Discontinuity
  • Two Cases: Illustrations of Boundary Crossing
    • Bethany: Pursuit of Opportunities to Develop and Use Her Own Solution Strategies
      • Boundary crossing as a process of identification
    • Ethan: Reflections About the Nature of Mathematics Content and Instruction
      • Boundary crossing as a process of reflection
  • Discussion
    • Limitations
    • Conclusions and Implications

Also

APA
Jansen, A., Herbel-Eisenmann, B., & Smith III, J. P. (2012). Detecting students' experiences of discontinuities between middle school and high school mathematics programs: Learning during boundary crossing. Mathematical Thinking and Learning, 14(4), 285–309. doi:10.1080/10986065.2012.717379
BibTeX
@article{Jansen2012,
author = {Jansen, Amanda and Herbel-Eisenmann, Beth and {Smith III}, John P.},
doi = {10.1080/10986065.2012.717379},
journal = {Mathematical Thinking and Learning},
number = {4},
pages = {285--309},
title = {{Detecting students' experiences of discontinuities between middle school and high school mathematics programs: Learning during boundary crossing}},
url = {http://www.tandfonline.com/doi/abs/10.1080/10986065.2012.717379},
volume = {14},
year = {2012}
}
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