It is widely understood that people’s perceptions of themselves and tasks influence their engagement and effort. Further, these relationships are often viewed as the purview of the individual. In contrast, research on human development has documented the influences of participation in multiple (often overlapping) contexts on individual development. Processes of participation, prevailing meta-narratives and structures (political, economic, social) as well as resource allocation within and across these settings can pose challenges that individuals and groups must navigate to achieve their goals. This dissertation focuses on mathematics learning, explicitly at the context in which student errors are investigated in the classroom using an ecological systems lens. This attention to mathematical errors is critical because errors can potentially position students as incapable, and thus how attention to mathematical errors unfolds in micro-level processes within classrooms can serve as one point in an ecological system to either support productive adaptive responses or confirm negative deficit self-assumptions. Overall, this study seeks to answer the following questions:1. What is the relationship between students' error identities, racial identity, growth mindset, and how are these associated with macro-level messages about race? 2. How do teachers' beliefs and attitudes about errors index meta-structures and meta-narratives in their planning and instructional practices? 3. How do teachers' and students' orientations and dispositions influence their interactions within error moments?

Creator

• Leatherwood, Christopher

DOI

• https://doi.org/10.21985/n2-85s5-rx48

Subject

• Education

Language

• en

Alternate Identifier

• http://dissertations.umi.com/northwestern:16096
• etdadmin_upload_903343

Date created

• 2022-01-01

Resource type

• Dissertation

Rights statement

• In Copyright