Abstract
Teaching middle school mathematics, I have found that classroom dynamics have a profound impact on the quality of mathematical discussion. Wanting to improve classroom discussion in order to better facilitate both small-group and student-driven learning, I started the school year by randomly grouping students every week for their small groups. I then studied student interactions and perceptions of student status, as well as my facilitation of group discussion over the course of the year. In this article, I describe my deep dive into student relationships, classroom culture, and mathematical discourse for one class of seventh grade students.
Recommended Citation
Carter, Kate
(2019)
"Status, Equity, and Group Learning in Middle School Math: "I'm Not That Smart.","
Mid-Western Educational Researcher: Vol. 31:
Iss.
1, Article 5.
Available at:
https://scholarworks.bgsu.edu/mwer/vol31/iss1/5
