Accessing identities: Structuring math activities to support more equitable opportunities to learn

This article discusses the design and conditions of high school mathematics activities that aim to distribute opportunities to learn to all students. Of particular interest to ISE educators is the analysis of how some ostensibly equitable group activities may shut down equal participation. Also of interest is the theoretical discussion of the relationship between opportunities to productively participate in mathematical activities and the development of positive mathematical learning identities.

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