How Brianna Became Bossy and Kofi Came Out Smart: Understanding the Trajectories of Identity and Engagement for Two Group Leaders in a Project-Based Mathematics Classroom

Jennifer M. Langer-Osuna

Research output: Contribution to journalArticlepeer-review

54 Scopus citations

Abstract

This article addresses equity in mathematics classrooms through a focus on students' co-constructed trajectories of identity and engagement in cooperative learning groups. I examine how two students who served as group leaders in a projects-based algebra classroom constructed markedly different trajectories of identity and engagement across the academic year. Results showed that group members differentially interpreted their respective project-related directives in gendered ways such that the female group leaders' displays of authority were positioned as inappropriate, while the male group leaders' displays were positioned as desirable.

Original languageEnglish (US)
Pages (from-to)207-225
Number of pages19
JournalCanadian Journal of Science, Mathematics and Technology Education
Volume11
Issue number3
DOIs
StatePublished - Jul 1 2011

ASJC Scopus subject areas

  • Education

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