Building Trust in High School Math Classrooms: Strategies for Mitigating Social Risk to Support a Collaborative Learning Environment
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Vanderbilt University. Peabody College
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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.
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trust, social risk, math identity, competence
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Except where otherwised noted, this item's license is described as Attribution-NoDerivs 3.0 United States