2012 Annual Meeting American Educational Research Association (AERA), Vancouver, British Columbia, Canada, April 12-17
The purpose of this study was to determine students’ perspectives about productive peer culture for mathematics learning. The participating students were attending an annual residential summer institute and have been participating in Algebra Project activities for at least one year. Of the 26 high school students attending the institute, they all participate in mathematics literacy work1 through their local Young People’s Project (YPP) groups, while 20 of those students also receive their regular school-based mathematics instruction within an Algebra Project Cohort Model (APCM) structured classroom2.
The Algebra Project targeted persistently underserved mathematics students who typically scored in the lowest quartile of state mathematics achievement tests. Additionally, Algebra Project students’ friends who were interested were invited to participate. The goal of the Algebra Project Cohort Model (APCM) is to develop sufficient mathematical understanding so that at the end of four years of high school mathematics, students are able to take college mathematics for credit, for those who choose that path. The APCM structure does not seek to remediate the students, but to accelerate their mathematical understanding through several approaches, such as high school and university partnerships, supporting teachers for developing effective mathematics instruction, and exposing students to experiences that support mathematics learning and success. The approach of interest and the focus for this study is the transformation of student culture related to mathematics learning. I call this transformational classroom culture productive peer culture.
Original Publication Citation
Grant, M. (2012). Productive peer culture: Algebra Project students’ view. Paper presented at the 2012 Annual Meeting of the American Educational Research Association (AERA), Vancouver, British Columbia, Canada.
Grant, Melva R., "Productive Peer Culture: Algebra Project Students’ View" (2012). Teaching & Learning Faculty Publications. 159.