Abstract
During the last years we have noticed an increasing attention in mathematics education research addressing agency (see for example Andersson, 2011; Björklund Boistrup, 2010; Boaler & Greeno, 2000; Grootenboer & Jorgensen, 2010; Grootenboer & Zevenbergen, 2007; Lange, 2010; Macmillan, 2004; Martin, 2000; Norén, 2010; Powell, 2004; Wagner, 2004, 2007). Why agency at this point in time? According to Ahearn (2001) one answer, that we agree with, is that there is a clear connection of interests in approaches that foreground practice on the one hand, and social movement on the other.
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Norén, E., Anderson, A. (2016). Multilingual Students’ Agency in Mathematics Classrooms. In: Halai, A., Clarkson, P. (eds) Teaching and Learning Mathematics in Multilingual Classrooms. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-229-5_8
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