Getting Unstuck

Learning and Histories of Engagement in Classrooms

Bibliographic Data

ID18959613
AuthorsIndigo Esmonde (University of Toronto, corresponding author), Miwa Takeuchi (University of Toronto), Miwa Aoki Takeuchi (0000-0003-2640-7506, University of Toronto), Nenad Radakovic (0000-0001-8344-371X, University of Toronto)
Year2011
Volume18
Issue3
Pages237-256
Publication date2011-07-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMind Culture and Activity (JOURNAL)
Journal identifiersISSN: 1074-9039 • E-ISSN: 1532-7884
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10749031003790128
OpenAlexW2012485436
LanguageEN
Citations received4
References cited8

This article focuses on the role of history in shaping learning interactions in a high school mathematics class, in which we argue that students participate in two key activity systems: Learning mathematics and doing school. Within the context of these two activity systems, we highlight the nature of sociogenesis, the patterns of shift in communities as people build on one another's accomplishments, jointly solve problems, and disseminate new and old ways of solving problems. Drawing on a yearlong study of group work in a high school mathematics classroom in California, we discuss how mathematical inscriptions in the classroom and the group's mathematical interactions were influenced by and also influenced the group's shared history. With this article we contribute to cultural-historical activity theory by providing insights into the study of history in classroom interactions

Geography · Mathematics education · Pedagogy · Sociology · Computer Science · Educational Theory and Curriculum Studies · Innovative Education and Learning Practices · Mathematics Education and Teaching Techniques · Psychology · Artificial Intelligence

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