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Journal of Women and Minorities in Science and Engineering

Publicado 6 números por año

ISSN Imprimir: 1072-8325

ISSN En Línea: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

INCLUSIVE SPACES FOR COMPETENCE AND ENGAGEMENT: INVESTIGATING IDENTITY AND ACCESS IN THE CLASSROOM

Volumen 14, Edición 4, 2008, pp. 339-360
DOI: 10.1615/JWomenMinorScienEng.v14.i4.10
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SINOPSIS

The analysis reported in this paper investigates ways in which aspects of the classroom can support students' access to identities and competence in the context of statistical data analysis. This retrospective analysis explores how and in what ways norms of participation, the role of the teacher, instructional activities, and classroom discourse afford students opportunities to gain access to positive orientations and an understanding of significant statistical ideas. The analysis examines students' narrative identities in relation to a design experiment on statistical data analysis. This case of statistics illustrates how a focus on identity can inform efforts to increase the participation of students from underrepresented groups in science and mathematics. In doing so, the article calls for a broader definition of mathematics and science literacy that includes both competence and engaged dispositions.

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