Show simple item record
Building Trust in High School Math Classrooms: Strategies for Mitigating Social Risk to Support a Collaborative Learning Environment
dc.contributor.author | Haltermann, Julia | |
dc.date.accessioned | 2015-07-30T21:14:20Z | |
dc.date.available | 2015-07-30T21:14:20Z | |
dc.date.issued | 2015-06-15 | |
dc.identifier.uri | http://hdl.handle.net/1803/7143 | |
dc.description | This capstone paper explores how teachers can provide identity resources (norms, participation structures, and discourse strategies) to high school math students to encourage a reconciliation among mathematic, social, cultural identities. By providing positive identity resources for students and increasing opportunities for competence construction, teachers simultaneously reduce the social risk which inhibits many students and therefore support a collaborative learning environment. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Vanderbilt University. Peabody College | en_US |
dc.rights | Attribution-NoDerivs 3.0 United States | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nd/3.0/us/ | * |
dc.subject | trust, social risk, math identity, competence | en_US |
dc.title | Building Trust in High School Math Classrooms: Strategies for Mitigating Social Risk to Support a Collaborative Learning Environment | en_US |
dc.type | Capstone | en_US |
dc.description.college | Peabody College of Education and Human Development | en_US |
dc.description.department | Department of Teaching and Learning | en_US |
Files in this item
- Name:
- HaltermannCapstone.doc
- Size:
- 145.5Kb
- Format:
- Microsoft Word
- Name:
- license_rdf
- Size:
- 1.194Kb
- Format:
- application/rdf+xml
This item appears in the following Collection(s)
Show simple item record
Except where otherwise noted, this item's license is described as Attribution-NoDerivs 3.0 United States