Drawing on a 3-year interpretive study that followed a cohort of children from prekindergarten to Grade 1, this article presents results of a multiple case study, which demonstrated that although two children had the same teachers, classmates, and curricula over 3 years, their experiences in the three successive mathematics classrooms were quite different from each other (although consistent for each child). The two focal children did not have equitable access to their teachers’ pedagogical moves, and this lack of access was easy to overlook in transcripts of whole-class discussions. The study suggests that more research needs to represent mathematics lessons from the perspectives of children and youth, particularly those students who engage with teachers infrequently or in atypical ways.
BakhtinM. M. (1981). The dialogic imagination. Austin: University of Texas Press.
2.
BatteyD. (2013). Good mathematics teacher for students of color and those in poverty: The importance of relational interactions within instruction. Educational Studies in Mathematics, 82, 125–144.
3.
BerryR. Q.IIIEllisM.HughesS. (2014). Examining a history of failed reforms and recent stories of success: Mathematics education and Black learners of mathematics in the United States. Race Ethnicity and Education, 17, 540–568.
4.
BishopJ. P. (2012). “She’s always been the smart one. I’ve always been the dumb one”: Identities in the mathematics classroom. Journal for Research in Mathematics Education, 43, 34–74.
5.
BlantonM. L. (2002). Using an undergraduate geometry course to change preservice teachers’ notions of discourse. Journal of Mathematics Teacher Education, 5, 117–152.
6.
BostonM. (2012). Assessing instructional quality in mathematics. Elementary School Journal, 113, 76–104.
7.
ChiM. T.WylieR. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49, 219–243.
8.
CobbP.BoufiA.McClainK.WhitenackJ. (1997). Reflective discourse and collective reflection. Journal for Research in Mathematics Education, 28, 258–277.
9.
CohrssenC.ChurchA.TaylerC. (2014). Purposeful pauses: Teacher talk during early childhood mathematics activities. International Journal of Early Years Education, 22, 169–183.
10.
ColesA. (2015). On enactivism and language: Towards a methodology for studying talk in mathematics classrooms. ZDM, 47, 235–246.
11.
CorbettC.HillC.St.RoseA. (2008). Where the girls are: The facts about gender equity in education. Washington, DC: American Association of University Women Educational Foundation.
12.
CrespoS.NicolC. (2006). Challenging preservice teachers’ mathematical understanding: The case of division by zero. School Science and Mathematics, 106, 84–97.
13.
CvencekD.MeltzoffA. N.GreenwaldA. G. (2011). Math–gender stereotypes in elementary school children. Child Development, 82, 766–779.
14.
DanielewiczJ. (1998). Inventing themselves as teachers: Prospective teachers talk about theory in practice. Teacher Education Quarterly, 25, 29–46.
15.
de FreitasE.SinclairN. (2014). Mathematics and the body: Material entanglements in the classroom. Cambridge, England: Cambridge University Press.
16.
DevineA.FawcettK.SzűcsD.DowkerA. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8(1), 33.
17.
DysonA. H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York, NY: Teachers College Press.
18.
DysonA. H.GenishiC. (2005). On the case. New York, NY: Teachers College Press.
19.
EmersonR.FretzR.ShawL.1995. Writing ethnographic fieldnotes. Chicago, IL: University of Chicago Press.
EricksonF. (1986). Qualitative methods in research on teaching. In WittrockM. C. (Ed.), Handbook of research on teaching (pp. 119–160). New York, NY: Macmillan.
22.
EsmondeI.Langer-OsunaJ. M. (2013). Power in numbers: Student participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education, 44, 288–315.
23.
FergusonA. A. (2010). Bad boys: Public schools in the making of black masculinity. Ann Arbor: University of Michigan Press.
24.
FernandezC.CannonJ.ChokshiS. (2003). A U.S.-Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19, 171–185.
25.
FormanE.AnsellE. (2001). The multiple voices of a mathematical classroom community. Educational Studies in Mathematics, 46, 115–142.
26.
GeertzC. (1973). The interpretation of cultures. New York, NY: Basic Books.
27.
GholsonM. L. (2016). Clean corners and algebra: A critical examination of the constructed invisibility of Black girls and women in mathematics. Journal of Negro Education, 85, 290–301.
28.
GholsonM.MartinD. B. (2014). Smart girls, Black girls, mean girls, and bullies: At the intersection of identities and the mediating role of young girls’ social network in mathematical communities of practice. Journal of Education, 194, 19–33.
29.
GrantL. (1984). Black females “place” in desegregated classrooms. Sociology of Education, 57, 98–111.
30.
GutiérrezR. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44, 37–68.
31.
HarawayD. (1991). The cyborg manifesto: Science, technology, and socialist-feminism in the late twentieth century. In simians, cyborgs and women: The reinvention of nature (pp. 149–181). New York, NY: Routledge.
32.
HarropA.SwinsonJ. (2003). Teachers’ questions in the infant, junior and secondary school. Educational Studies, 29, 49–57.
33.
HenningJ. E.McKenyT.FoleyG. D.BalongM. (2012). Mathematics discussion by design: Creating opportunities for purposeful participation. Journal of Mathematics Teacher Education, 15, 453–479.
34.
HenningsenM.SteinM. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28, 524–549.
35.
HewittD. (2014). A symbolic dance: The interplay between movement, notation, and mathematics on a journey toward solving equations. Mathematical Thinking and Learning, 16, 1–31.
36.
HollandD.LachicotteW.SkinnerD.CainC. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
37.
HudleyC.GrahamS. (2001). Stereotypes of achievement striving among early adolescents. Social Psychology of Education, 5, 201–224.
38.
IngM.WebbN. M.FrankeM. L.TurrouA. C.WongJ.ShinN.FernandezC. H. (2015). Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement?Educational Studies in Mathematics, 90, 341–356.
39.
JonesS. (2012). Negotiating mothering identities: Ethnographic and intergenerational insights to gender and social class in a high-poverty US context. Gender and Education, 24, 443–460.
40.
JonesS.MyhillD. (2004). “Troublesome boys” and “compliant girls”: Gender identity and perceptions of achievement and underachievement. British Journal of Sociology of Education, 25, 547–561.
41.
LambertR. (2015). Constructing and resisting disability in mathematics classrooms: A case study exploring the impact of different pedagogies. Educational Studies in Mathematics, 89, 1–18.
42.
Langer-OsunaJ.EsmondeI. (2017). Identity in research on mathematics education, In CaiJ., (Ed.), Compendium for research in mathematics education (pp. 637–648). Reston, VA: National Council of Teachers of Mathematics.
43.
LindbergS. M.HydeJ. S.PetersenJ. L.LinnM. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136, 1123–1135.
44.
LoveB. L. (2013). “I see Trayvon Martin”: What teachers can learn from the tragic death of a young Black male. Urban Review, 46, 190–214.
45.
MartinD. B. (2009). Researching race in mathematics education. Teachers College Record, 111, 295–338.
46.
MacLureM.HolmesR.MacRaeC.JonesL. (2010). Animating classroom ethnography: Overcoming video-fear. International Journal of Qualitative Studies in Education, 23, 543–556.
47.
McGeeE.MartinD. B. (2011). From the hood to being hooded: A case study of a Black male PhD. Journal of African American Males in Education, 2(1), 46–65.
48.
MitchellJ. C. (1984). Typicality and the case study. In EllenR. F. (Ed.) Ethnographic research (pp. 238–240). New York, NY: Academic Press.
49.
MorrisE. W. (2007). “Ladies” or “loudies”? Perceptions and experiences of black girls in classrooms. Youth & Society, 38, 490–515.
50.
NasirN. I. S.SaxeG. B. (2003). Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32(5), 14–18.
51.
NasirN. I. S.ShahN. (2011). On defense: African American males making sense of racialized narratives in mathematics education. Journal of African American Males in Education, 2, 24–45.
52.
OmiM.WinantH. (2004). On the theoretical status of the concept of race. In Ladson-BillingsG.GillbornD. (Eds.), The RoutledgeFalmer reader in multicultural education (pp. 7–15). London, England: RoutledgeFalmer.
53.
ParksA. N.Bridges-RhoadsS. (2012). Overly scripted: Exploring the impact of a scripted literacy curriculum on a preschool teacher’s instructional practices in mathematics. Journal of Research in Childhood Education, 26, 308–324.
54.
ParksA. N.SchmeichelM. (2014). Children, mathematics and videotape: Using multimodal analysis to bring bodies into early childhood assessment interviews. American Educational Research Journal, 51, 505–537.
55.
PiantaR. C.La ParoK. M.HamreB. K. (2008). Classroom Assessment Scoring System™: Manual K-3. Baltimore, MD: Paul H. Brookes.
RemillardJ. T.GeistP. K. (2002). Supporting teachers’ professional learning by navigating openings in the curriculum. Journal of Mathematics Teacher Education, 5, 7–34.
58.
RothW. M.MaheuxJ. F. (2014). The emerging and emergent present: A view on the indeterminate nature of mathematics lessons. Mathematics Education Research Journal, 26(2), 325–352.
59.
SadkerM.SadkerD. (2010). Failing at fairness: How America’s schools cheat girls. New York, NY: Simon & Schuster.
60.
SaldañaJ. (2016). The coding manual for qualitative researchers (3rd ed.). London, England: Sage.
61.
SemkeC. A.SheridanS. M. (2012). Family-school connections in rural educational settings: A systematic review of the empirical literature. School Community Journal, 22(1), 21–47.
62.
SheinP. P. (2012). Seeing with two eyes: A teacher’s use of gestures in questioning and revoicing to engage English language learners in the repair of mathematical errors. Journal for Research in Mathematics Education, 43, 182–222.
63.
SherinM. G. (2002). A balancing act: Developing a discourse community in a mathematics classroom. Journal of Mathematics Teacher Education, 5, 205–233.
64.
SilverE. A. (2003). Attention deficit disorder? Journal for Research in Mathematics Education, 34, 2–3.
65.
SmolkowskiK.GirvanE. J.McIntoshK.NeseR. N.HornerR. H. (2016). Vulnerable decision points for disproportionate office discipline referrals: Comparisons of discipline for African American and White elementary school students. Behavioral Disorders, 41, 178–195.
66.
StakeR. E. (2005). Multiple case study analysis. New York, NY: Guilford Press.
67.
SteinM. K.SmithM. S. (1998). Mathematical tasks as a framework for reflection: From research to practice. Mathematics Teaching in the Middle School, 3, 268–275.
68.
StinsonD. W. (2013). Negotiating the “White male math myth”: African American male students and success in school mathematics. Journal for Research in Mathematics Education, 44, 69–99.
WalshawM. (2001). A Foucauldian gaze on gender research: What do you do when confronted with the tunnel at the end of the light?Journal for Research in Mathematics Education, 32, 471–492.
71.
WrightB. L.CounsellS. L. (2018). The brilliance of Black boys: Cultivating school success in the early grades. New York, NY: Teachers College Press.
72.
WoodD.KaplanR.McLoydV. C. (2007). Gender differences in the educational expectations of urban, low-income African American youth: The role of parents and the school. Journal of Youth and Adolescence, 36, 417–427.
73.
WoodM. (2013). Mathematical micro-identities: Moment-to-moment positioning and learning in a fourth grade classroom. Journal for Research in Mathematics Education, 44, 775–808.
74.
WorthamS. (2001). Narratives in action. New York, NY: Teachers College Press.
75.
WorthamS. (2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge, England: Cambridge University Press.
76.
YackelE.CobbP. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458–477.
77.
ZackV.GravesB. (2001). Making mathematical meaning through dialogue: “Once you think of it, the z minus three seems pretty weird.”Educational Studies in Mathematics, 46, 229–271.
