From Getting “Fired” to Becoming a Collaborator: A Case of the Coconstruction of Identity and Engagement in a Project-Based Mathematics Classroom

Jennifer M. Langer-Osuna

Research output: Contribution to journalArticle

19 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)53-92
Number of pages40
JournalJournal of the Learning Sciences
Volume24
Issue number1
DOIs
StatePublished - Jan 2 2015
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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