How Positioning Affects Student Learning in an Inquiry-based Classroom

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Abstract/Description:

The ways students are positioned influence what students come to learn. The purpose of this report is to illustrate the value of analyzing student and teacher interactions through the lens of positioning. We found that a student struggled because she was following the storyline of "doing school mathematics" while the teacher was following the storyline of "doing mathematics." Teachers need support in learning to help students take on new positions within the storyline of "doing mathematics."


Location: NCTM in Washington DC
Presenter:

Kelly Campbell, University of Delaware and Daniel K. Siebert, Brigham Young University