PME-NA

"I Would be Like Ughhhh": Students' Perspectives on Positioning as Supportive and Unsupportive of Learning

• In Event: Perceptions of Activity Structures and Practices

Description

This study reports on four focus groups of middle school mathematics students in which they were asked about their perspectives on the instructional practice Positioning Students as Competent (Positioning). In this paper, we explore the research question: To what extent and in what ways do students describe Positioning as supporting their learning and success in mathematics classes? We explore whether students’ expectations and desires for instructional practice align with previous research on Positioning. Further, we will discuss the importance of student voice and how it can inform the way teacher educators and researchers think about mathematics instruction. By centering student voices, we actively address the gap in research on students’ perspectives.

Authors

• Samantha Akridge, University of Delaware

• Micaela Y Harris, University of Virginia

• Jonee Wilson, North Carolina State University

• Erica G Litke, University of Delaware

• Miriam S Leshin, Stanford University