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Mathematics Education Research Journal

, Volume 24, Issue 4, pp 423–445 | Cite as

Scaffolding students’ opportunities to learn mathematics through social interactions

  • Clare V. Bell
  • Stephen J. Pape
Original Article
First Online:

Abstract

In this study, we take a sociocultural perspective on teaching and learning to examine how teachers in an urban Algebra 1 classroom constructed opportunities to learn. Drawing on analyses of discourse practices, including videotaped classroom lessons as well as other classroom artifacts and telephone interviews, we describe ways that two teachers and their students interacted to develop mathematical understanding. Through descriptive narrative, we highlight practices that positioned students as competent mathematical thinkers and provided evidence of students' mathematical agency. This study suggests that critical awareness of discourse practices in conjunction with teacher mediation of other affordances for learning within the classroom environment might engage students in mathematical practices such as problem solving, explaining mathematical ideas, arguing for or against specific solutions to problems, and justifying mathematical thinking.

Keywords

Opportunities to learn Classroom discourse Mathematical agency Urban classrooms Algebra Classroom connectivity technology 
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Copyright information

© Mathematics Education Research Group of Australasia, Inc. 2012

Authors and Affiliations

  1. 1.University of Missouri--Kansas CityKansas CityUSA
  2. 2.University of FloridaGainesvilleUSA

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