A renegotiated classroom culture results in students learning to participate in new ways.

Contributor Notes

Lindsay M. Umbeck, lumbeck@purdue.edu, is currently in the dissertation stage of her PhD in mathematics education at Purdue University and has shifted from teaching middle school and high school mathematics to teaching mathematics methods courses to preservice teachers. Her interests include teacher learning through action research and studying the process of teachers (including herself) undertaking changes in their practice.

(Corresponding author is Umbeck lumbeck@purdue.edu)
Mathematics Teaching in the Middle School
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