Megan Staples
Biographic Data
| ID | 3983428 |
|---|---|
| NAME | Megan Staples |
| GIVEN NAMES | Megan |
| FAMILY NAME | Staples |
| SIGNATURE | STAPLES M |
| AFFILIATIONS | University of Connecticut |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
This issue
Disclosure statementNo potential conflict of interest was reported by the author(s
This Issue
Teachers' Contextualization of Argumentation in the Mathematics Classroom
This article addresses the purposes and types of opportunities for engaging students in argumentation in the mathematics classroom. Drawing on data from a research project, we document how argumentation—a practice that is central to the work of the mathematics community—can be contextualized in secondary mathematics classrooms to serve different purposes. We focus on 2 complementary purposes—argumentation for concept development and argumentation…
Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School
Background/Context School tracking practices have been documented repeatedly as having negative effects on students’ identity development and attainment, particularly for those students placed in lower tracks. Despite this documentation, tracking persists as a normative practice in American high schools, perhaps in part because we have few models of how departments and teachers can successfully organize instruction in heterogeneous, high school m…
Teachers' Contextualization of Argumentation in the Mathematics Classroom
This article addresses the purposes and types of opportunities for engaging students in argumentation in the mathematics classroom. Drawing on data from a research project, we document how argumentation—a practice that is central to the work of the mathematics community—can be contextualized in secondary mathematics classrooms to serve different purposes. We focus on 2 complementary purposes—argumentation for concept development and argumentation…
Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School
Background/Context School tracking practices have been documented repeatedly as having negative effects on students’ identity development and attainment, particularly for those students placed in lower tracks. Despite this documentation, tracking persists as a normative practice in American high schools, perhaps in part because we have few models of how departments and teachers can successfully organize instruction in heterogeneous, high school m…
This Issue
Teachers' Contextualization of Argumentation in the Mathematics Classroom
This article addresses the purposes and types of opportunities for engaging students in argumentation in the mathematics classroom. Drawing on data from a research project, we document how argumentation—a practice that is central to the work of the mathematics community—can be contextualized in secondary mathematics classrooms to serve different purposes. We focus on 2 complementary purposes—argumentation for concept development and argumentation…
This issue
Disclosure statementNo potential conflict of interest was reported by the author(s
Mathematics education (3 works) · Psychology (3 works) · Mathematics (2 works) · Pedagogy (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Academic achievement (1 works) · Argumentation theory (1 works) · Computer Science (1 works) · Context (archaeology) (1 works)