How do students come to see themselves as learners and doers of mathematics. I frame identity using Wenger's (1998) social ecology of identity development.
How does student engagement in mathematics class unfold over the course of a task, single class session, and/or semester?
How are we designing courses that afford opportunities for all students to meaningfully engage with mathematics through shared practices?
How do we provide opportunities for students to gain access to rigorous mathematics as well as cultivate learning environments that value different forms of student knowledge?
How do we mitigate issues of social and cultural capital within a classroom?
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