@inproceedings{958e3234971d460480f4955c6d368f1f,
title = "SELECTING AND SEQUENCING STUDENTS{\textquoteright} IDEAS: TEACHERS{\textquoteright} SOCIAL CONSIDERATIONS",
abstract = "Teacher participants were asked to choose three from a set of eight solutions to a task to feature in a whole-class discussion. Participants were asked to indicate whom they would invite to present each solution, from among higher-achieving girls and boys and lower-achieving girls and boys. Participants often indicated that they would first have students present the direct model or an error, that they would invite a lower-achieving girl to present a direct model, and that they would invite a higher-achieving student to present an error. Most indicated that they would invite a higher-achieving boy to present the solution with an unexpected geometric representation, usually at the end of the sequence. Participants{\textquoteright} explanations reveal how gendered beliefs about mathematics shape this aspect of classroom instruction.",
author = "Laurie Rubel and Michal Ayalon and Juhaina Shahbari",
note = "Publisher Copyright: {\textcopyright} 2021 left to authors.; 44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021 ; Conference date: 19-07-2021 Through 22-07-2021",
year = "2021",
language = "American English",
isbn = "9786169383024",
series = "Proceedings of the International Group for the Psychology of Mathematics Education",
pages = "444--451",
editor = "Maitree Inprasitha and Narumon Changsri and Nisakorn Boonsena",
booktitle = "Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021",
}