Agency, Authority, Identity, and Access to Content During Mathematical Groupwork

• In Event: 64.032 - Identity, Motivation, and Emotion in Mathematics Education

Abstract

This study focuses on how students engage with practices related to agency, authority, and identity (AAI) and access to content while working in small groups on a rich mathematics task. We analyzed 31 videos of small groups from schools that are part of a partnership between an urban school district and a research university. Videos were analyzed using eight indicators of student practices related to AAI and access to content, derived from the district’s vision for equitable mathematics classrooms. Our analysis across indicators showed patterns in which almost all groups displayed ownership of learning and procedural explanation. we highlight two contrasting cases to illustrate how the student practices take place when students are working in small groups.

Authors

• Florencia Gomez Zaccarelli, Pontificia Universidad Catolica de Chile

• Anthony Muro Villa, University of California - Riverside

• Suki Jones Mozenter, Stanford University

• Kelly L Boles, Stanford University

• Rebecca R. Deutscher, Stanford University

• Hilda Borko, Stanford University

• Janet Carlson, Stanford University