TY - JOUR
T1 - From Getting “Fired” to Becoming a Collaborator
T2 - A Case of the Coconstruction of Identity and Engagement in a Project-Based Mathematics Classroom
AU - Langer-Osuna, Jennifer M.
PY - 2015/1/2
Y1 - 2015/1/2
N2 - This article investigates the coconstruction of student identity and engagement in the case of a 9th grader in a project-based algebra classroom that afforded students a great deal of autonomy. The focal student, Terrance, utilized classroom resources to serve both project-related and social functions as he interacted with his peers during multiweek projects. As a result, his positioning within his group and patterns of engagement in the mathematics projects shifted dramatically across the academic year. The article ends with a discussion of student autonomy as a potentially powerful feature of hybrid classrooms.
AB - This article investigates the coconstruction of student identity and engagement in the case of a 9th grader in a project-based algebra classroom that afforded students a great deal of autonomy. The focal student, Terrance, utilized classroom resources to serve both project-related and social functions as he interacted with his peers during multiweek projects. As a result, his positioning within his group and patterns of engagement in the mathematics projects shifted dramatically across the academic year. The article ends with a discussion of student autonomy as a potentially powerful feature of hybrid classrooms.
UR - http://www.scopus.com/inward/record.url?scp=84927126962&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84927126962&partnerID=8YFLogxK
U2 - 10.1080/10508406.2014.944643
DO - 10.1080/10508406.2014.944643
M3 - Article
AN - SCOPUS:84927126962
VL - 24
SP - 53
EP - 92
JO - Journal of the Learning Sciences
JF - Journal of the Learning Sciences
SN - 1050-8406
IS - 1
ER -