Reviewing the Research on Marginalization in Mathematics Education

In light of decades of research seeking to document and transform extensive injustices in mathematics education in the United States, we examine how different conceptualizations of which students are marginalized and by what processes they are marginalized in order to contribute to a more thorough, nuanced understanding of marginalization in mathematics education. To do so, we review literature theorizing marginalization across social identity categories and synthesize the disciplinary traditions they draw on and the mechanisms of marginalization they articulate. Findings from this review highlight the normality of marginalization in mathematics education, the material and ideological means of marginalization, and the interlacing of individual and structural sources of marginalization. As a result, we argue for critical bifocality in attending simultaneously to the processes of marginalization that occur in individual mathematics classrooms alongside the systemic structures that organize marginalization in society more broadly

Methods For Taking A Situative Approach To Studying The Development Of Motivation, Identity, And Learning In Multiple Social Contexts

In this article, our focus is on the methodological issues in taking a situative approach to studying the interconnected development of motivation, identity, and learning in multiple social contexts. We illustrate our description with data acquired from a crosscontext, longitudinal, ethnographic study of novice teachers\u27 learning, motivation, and identity development (Horn, Mathematical Thinking and Learning, 10(3), 201-239 2008; Nolen et al., Cognition and Instruction, 29(1), 88-122, 2011; Nolen et al. 2009; Ward et al., International Journal of Educational Research, 50(1), 14-20, 2011). We focus our methodological discussion on structuring longitudinal interviews and the interdependence of interview and observational techniques in understanding motivation in social contexts, including the methodological challenges inherent in ethnographic work. One challenge we consider in depth is accounting for the interview as a social context in which motivation and identity develop as learning occurs and how this challenge is particularly important to address in longitudinal work. We end by raising some additional methodological issues in studying motivation, identity, and learning from a situative perspective. © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media BV 2011

Genetic variation associated with adult migration timing in lineages of Steelhead and Chinook Salmon in the Columbia River

Abstract With the discovery of a major effect region (GREB1L, ROCK1) for adult migration timing in genomes of both Chinook Salmon and Steelhead, several subsequent studies have investigated the effect size and distribution of early and late migration alleles among populations in the Columbia River. Here, we synthesize the results of these studies for the major lineages of Chinook Salmon and Steelhead that include highly distinct groups in the interior Columbia River that exhibit atypical life histories from most coastal lineage populations of these two species. Whole‐genome studies with high marker density have provided extensive insight into SNPs most associated with adult migration timing, and suites of markers for each species have been genotyped in large numbers of individuals to further validate phenotypic effects. For Steelhead, the largest phenotypic effect sizes have been observed in the coastal lineage (36% of variation for passage timing at Bonneville Dam; 43% of variation for tributary arrival timing) compared to the inland lineage (7.5% of variation for passage timing at Bonneville Dam; 8.4% of variation for tributary arrival timing) that overwinter in freshwater prior to spawning. For Chinook Salmon, large effect sizes have been observed in all three lineages for multiple adult migration phenotypes (Coastal lineage: percentage of variation of 27.9% for passage timing at Bonneville Dam, 28.7% for arrival timing for spawning; Interior ocean type: percentage of variation of 47.6% for passage timing at Bonneville Dam, 39.6% for tributary arrival timing, 77.9% for arrival timing for spawning; Interior stream type: percentage of variation of 35.3% for passage at Bonneville Dam, 9.8% for tributary arrival timing, 4.7% for arrival timing for spawning). Together, these results have extended our understanding of genetic variation associated with life history diversity in distinct populations of the Columbia River, however, much research remains necessary to determine the causal mechanism for this major effect region on migration timing in these species

Dynamic quality of teacher interaction in professional learning communities

The quality of teacher interaction is essential for the effectiveness of professional learning communities (PLCs). The current study was based on dynamic systems theory to grasp the complexity of teacher interaction. We examined attractor states and attractor sequences in interaction in two teacher PLCs, using state space grids and orbital decomposition. Results reveal more high-quality attractors in PLC2 than in PLC1. The poster illustrates these analyses and discusses implications and directions for further research

Co-designing a collective journey of knowledge creation with idea-friend maps

We examined a knowledge building environment, mediated by Knowledge Forum®, in which representations from a learning analytics tool were used for creating “Idea-Friend Maps”, to scaffold knowledge creation. Fifty-two Grade Five students studying Human Input & Output participated and worked in 12 groups. Quantitative analysis of Knowledge Forum notes shows that students’ contribution to collective knowledge advancement significantly predicted students’ science scores. By examining analytics-based pivotal turns, centralities, and knowledge building discourse moves, this analysis reveals different patterns of knowledge building trajectories among high-, medium-, and low-contribution groups, as well as the role of Idea-Friend Maps in scaffolding collective knowledge creation. We also examined how students co-designed and used the collective journey to sustain their knowledge creation, with the aid of Idea-Friend Maps. This study sheds light on using opportunistic groups and learning analytics approach to examine and to scaffold student knowledge building trajectories in collective inquiry and ways of fostering collective knowledge creation in large communities