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 language||English (US)|
|Number of pages||19|
|Journal||Canadian Journal of Science, Mathematics and Technology Education|
|State||Published - Jul 1 2011|
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