{"id":173,"date":"2019-07-18T10:14:48","date_gmt":"2019-07-18T14:14:48","guid":{"rendered":"https:\/\/blogs.harvard.edu\/siams\/?p=173"},"modified":"2019-07-18T10:14:48","modified_gmt":"2019-07-18T14:14:48","slug":"reading-high-school-algebra-students-busting-the-myth-about-mathematical-smartness-counterstories-to-the-dominant-narrative-get-it-quick-and-get-it-right","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/18\/reading-high-school-algebra-students-busting-the-myth-about-mathematical-smartness-counterstories-to-the-dominant-narrative-get-it-quick-and-get-it-right\/","title":{"rendered":"Reading “High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative \u201cGet It Quick and Get It Right\u201d”"},"content":{"rendered":"

Dunleavy 2018, “High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative \u201cGet It Quick and Get It Right\u201d”. \u00a0Education Sciences.<\/span><\/p>\n

I’m reading a paper about a high school Algebra I course that uses the principles of “complex instruction” (which I still need to look up). \u00a0The article highlights how students in the class, through their group process, made time for multiple solution strategies (so were not racing to complete problems), valued explanations and justification, felt “assigned competence” by their teacher (validating their contributions), and saw it as their role to help each other.<\/p>\n

For more on complex instruction (references cited in the paper):<\/p>\n

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  1. Boaler, J.; Staples, M. Creating mathematical futures through an equitable Teaching Approach: The Case of Railside School. Teach. Coll. Record 2008, 110, 608\u2013645.<\/li>\n
  2. Jilk, L.M.; Erickson, S. Shifting students\u2019 beliefs about competence by integrating mathematics strengths\u00a0into tasks and participation norms. In Access and Equity: Promoting High-Quality Mathematics in Grades 6\u20138;\u00a0Fernandes, A., Crespo, S., Civil, M., Eds.; NCTM: Reston, VA, USA, 2017; pp. 11\u201326<\/li>\n
  3. Dunleavy, T.K. Delegating Mathematical Authority as a means to Strive toward Equity. JUME 2015, 8, 62\u201382<\/li>\n
  4. Featherstone, H.; Crespo, S.; Jilk, L.M.; Oslund, J.A.; Parks, A.N.; Wood, M.B. Smarter Together! Collaboration\u00a0nd Equity in the Elementary Math Classroom; National Council of Teachers of Mathematics: Reston, VA,\u00a0USA, 2011.<\/li>\n
  5. Horn, I.S. Strength in Numbers: Collaborative Learning in the Secondary Classroom; National Council of Teachers\u00a0of Mathematics: Reston, VA, USA, 2012<\/li>\n
  6. Cohen, E.; Lotan, R. Designing Groupwork: Strategies for the Heterogeneous Classroom, 3rd ed.; Teachers College\u00a0Press: New York, NY, USA, 2014<\/li>\n
  7. Cohen, E. Equity in heterogeneous classrooms: A challenge for teachers and sociologists. In Working for\u00a0Equity in Heterogeneous Classrooms: Sociological Theory in Practice; Cohen, E.G., Lotan, R.A., Eds.; Teachers College Press: New York, NY, USA, 1997; pp. 3\u201314.<\/li>\n
  8. Dunleavy, T.K. \u201cMs. Martin is secretly teaching us!\u201d High school Mathematics Practices of a Teacher Striving toward Equity. Ph.D. Thesis, University of Washington, Seattle, WA, USA, 2013<\/li>\n
  9. Horn, I. Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers\u2019\u00a0conversations. J. Learn. Sci. 2007, 16, 37\u201379.\n
    <\/div>\n<\/li>\n
  10. \n
    <\/div>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    Dunleavy 2018, “High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative \u201cGet It Quick and Get It Right\u201d”. \u00a0Education Sciences. I’m reading a paper about a high school Algebra I course that uses the principles of “complex instruction” (which I still need to look up). \u00a0The article highlights how […]<\/p>\n","protected":false},"author":8032,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[157887,1010],"tags":[],"class_list":["post-173","post","type-post","status-publish","format-standard","hentry","category-learning-and-teaching","category-math"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7E5LF-2N","jetpack-related-posts":[{"id":226,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2020\/06\/05\/notes-on-worldmath-curriculum-fighting-eurocentrism-in-mathematics\/","url_meta":{"origin":173,"position":0},"title":"Notes on: “Worldmath Curriculum: Fighting Eurocentrism in Mathematics”","author":"siams","date":"5 June 2020","format":false,"excerpt":"SE Anderson, 1990: \"Worldmath Curriculum: Fighting Eurocentrism in Mathematics\". \u00a0The Journal of Negro Education Section one: \"A few grim statistics\" The manuscript starts with \"A few grim statistics\", looking forward to 2000 and to 2010 and providing numbers about low numbers of Black, Latino, and Native American scholars receiving PhDs\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":175,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/18\/notes-on-how-a-detracked-mathematics-approach-promoted-respect-responsibility-and-high-achievement\/","url_meta":{"origin":173,"position":1},"title":"Notes on “How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement”","author":"siams","date":"18 July 2019","format":false,"excerpt":"Boaler, 2006. \u00a0\"How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement\". \u00a0\u00a0Theory Into Practice, 45:1, 40-46 This article is about a high school math program with high and equitable math achievement, where mixed-ability approaches led to \"higher overall attainment and more equitable outcomes\". \u00a0The students in this study\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":235,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2020\/07\/02\/notes-on-uhh-you-know-dont-you-white-racial-bonding-in-the-narrative-of-white-pre-service-teachers\/","url_meta":{"origin":173,"position":2},"title":"Notes on ‘”Uhh, You Know,” Don’t You?: White Racial Bonding in the Narrative of White Pre-Service Teachers’","author":"siams","date":"2 July 2020","format":false,"excerpt":"Fasching-Varner 2013, Educational Foundations \"Uhh, You Know,\" Don't You?: White Racial Bonding in the Narrative of White Pre-Service Teachers This article is about preparation of White (capitalization is following that in the paper) pre-service teachers to examine their racial identity and its potential impacts on students. \u00a0The author looks at\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":32,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/reading-student-learning-objectives-and-mathematics-teaching\/","url_meta":{"origin":173,"position":3},"title":"Reading “Student learning objectives and mathematics teaching”","author":"siams","date":"25 August 2017","format":false,"excerpt":"I am working to write learning objectives for multivariable calculus this Fall. This article helped distinguish between overarching goals (that students are able to fit the math in the course into a greater understanding of math and of the world) and the learning objectives, of what I hope students will\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":108,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/06\/10\/dynamical-systems-math-1b-differential-equations-background\/","url_meta":{"origin":173,"position":4},"title":"Dynamical systems: Math 1b differential equations background.","author":"siams","date":"10 June 2019","format":false,"excerpt":"I have been using the Strogatz textbook for teaching dynamical systems. \u00a0The course has multivariable calculus and linear algebra prerequisites. \u00a0Students might take the prerequisite courses different places. \u00a0For students who have taken Math 1b, AM\/Math 21a, Math 21b, there was 6-7 week of differential equations background (11 classes in\u2026","rel":"","context":"In "Dynamical Systems"","block_context":{"text":"Dynamical Systems","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/dynamical-systems\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":186,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/22\/notes-on-calculus-blue-volume-1-chapter-1\/","url_meta":{"origin":173,"position":5},"title":"Notes on “Calculus Blue” Volume 1, Chapter 1","author":"siams","date":"22 July 2019","format":false,"excerpt":"These notes are on the Calculus Blue videos by Ghrist on YouTube. \u00a0He emphasizes that the math will involve substantial (and worthwhile) work, which I really appreciate. 01 (0:51) \"Vectors & matrices: Intro\" \u00a0\"Your journey is not a short one\". \u00a0To learn \"calculus, the mathematics of the nonlinear\", prepare with\u2026","rel":"","context":"In "Math"","block_context":{"text":"Math","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/math\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/173","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/users\/8032"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/comments?post=173"}],"version-history":[{"count":1,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/173\/revisions"}],"predecessor-version":[{"id":174,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/posts\/173\/revisions\/174"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/media?parent=173"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/categories?post=173"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/siams\/wp-json\/wp\/v2\/tags?post=173"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}