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<p>Created page with &quot;{{Title|The Co-Construction of Opposition in a Low-Track Mathematics Classroom}} __NOTOC__ The article &#039;&#039;The Co-Construction of Opposition in a Low-Track Mathematics Classroom...&quot;</p> <p><b>New page</b></p><div>{{Title|The Co-Construction of Opposition in a Low-Track Mathematics Classroom}}<br /> __NOTOC__<br /> The article &#039;&#039;The Co-Construction of Opposition in a Low-Track Mathematics Classroom&#039;&#039; was written by [[Victoria Hand]] and published in the &#039;&#039;[[American Educational Research Journal]]&#039;&#039; in 2009. The article is available from SAGE Publications at http://aer.sagepub.com/content/47/1/97.<br /> <br /> == Abstract ==<br /> <br /> Student opposition in school is traditionally cast in terms of individual dispositions, whereby particular students or groups of students are said to &quot;resist&quot; or &quot;oppose&quot; school structures and identities aligned with the dominant cultural group. The author examined instead how the teacher and students in a low-track mathematics classroom jointly constructed opposition through their classroom interactions. Analysis of the classroom interaction revealed the emergence and escalation of a number of classroom practices that became oppositional. These practices were related to the nature of the mathematical activity, the framing and positioning of student participation in this activity, and multiple interpretations of student competence in and out of the classroom. The author found that classroom opposition is fostered by weak opportunities for meaningful mathematical engagement and the transformation of a polarized participation structure into an oppositional one.<br /> <br /> == Outline of Headings ==<br /> <br /> * The Co-Construction of Opposition in a Low-Track Mathematics Classroom<br /> ** Characterizing Classroom Opposition<br /> ** Competent Participation<br /> ** Orchestrating Opposition<br /> * Site and Methods<br /> * Results and Analysis<br /> ** Co-Constructing Opposition<br /> *** Episode 1: constructing competence<br /> *** Analysis of Episode 1<br /> *** Episode 2: repeated infractions<br /> *** Analysis of Episode 2<br /> *** Episode 3: students bid for opposition<br /> *** Analysis of Episode 3<br /> *** Episode 4: revisiting Frank<br /> *** Analysis of Episode 4<br /> ** Classroom Features<br /> *** What it meant to do mathematics<br /> *** What did and did not count as doing mathematics<br /> *** What it meant to be a student<br /> *** What it meant to be competent<br /> * Discussion<br /> <br /> == Also ==<br /> <br /> ;APA<br /> : Hand, V. M. (2009). The co-construction of opposition in a low-track mathematics classroom. &#039;&#039;American Educational Research Journal&#039;&#039;, 47(1), 97–132. doi:10.3102/0002831209344216<br /> ;BibTeX<br /> &lt;pre&gt;<br /> @article{Hand2009,<br /> author = {Hand, Victoria M.},<br /> doi = {10.3102/0002831209344216},<br /> journal = {American Educational Research Journal},<br /> number = {1},<br /> pages = {97--132},<br /> title = {{The co-construction of opposition in a low-track mathematics classroom}},<br /> url = {http://aer.sagepub.com/content/47/1/97.short},<br /> volume = {47},<br /> year = {2009}<br /> }<br /> &lt;/pre&gt;<br /> <br /> [[Category:Journal Articles]]<br /> [[Category:American Educational Research Journal]]<br /> [[Category:2009]]<br /> [[Category:Equity and Social Justice]]<br /> [[Category:Classroom Discourse]]</div>

imported>Raymond Johnson