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9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. – 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. – 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
9 a.m. – 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. – 8 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
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Phone: (843) 869-2355
Dorchester Road Library
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Phone: (843) 552-6466
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. – 8 p.m.
Phone: (843) 795-6679
Main Library
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Phone: (843) 805-6930
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Phone: (843) 805-6909
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'She's Always Been the Smart One. I've Always Been the Dumb One': Identities in the Mathematics Classroom
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- Author(s): Bishop, Jessica Pierson
- Language:
English- Source:
Journal for Research in Mathematics Education. Jan 2012 43(1):34-74.- Publication Date:
2012- Document Type:
Journal Articles
Reports - Research- Online Access:
- Language:
- Additional Information
- Availability: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: [email protected]; Web site: http://www.nctm.org/publications/
- Peer Reviewed: Y
- Source: 41
- Education Level: Grade 7
Middle Schools - Subject Terms:
- Subject Terms:
- ISSN: 0021-8251
- Abstract: The moment-to-moment dynamics of student discourse plays a large role in students' enacted mathematics identities. Discourse analysis was used to describe meaningful discursive patterns in the interactions of 2 students in a 7th-grade, technology-based, curricular unit (SimCalc MathWorlds[R]) and to show how mathematics identities are enacted at the microlevel. Data indicated that students' peer-to-peer discourse patterns explained the enactment of differing mathematics identities within the same local context. The ways that people talk and interact are powerful influences on who they are, and can become, with respect to mathematics. (Contains 2 footnotes, 8 tables, and 2 figures.)
- Abstract: As Provided
- Number of References: 82
- Publication Date: 2012
- Accession Number: EJ978872
- Availability:
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