We examine (a) the development of 3 student learning practices (SLPs)—listening, speaking publicly, and making and using records—that are central to participation and engagement in academically ambitious classrooms and (b) the teacher’s work supporting the enactment of the SLPs in the context of a summer mathematics laboratory. We identify assets that the students brought to their work—assets that can remain invisible and underused in modal classrooms—as well as the work the teacher did to support these SLPs through cueing, modeling, scaffolding, providing feedback, and defining the practice. We found that as the teacher taught these SLPs, she attended to individual student understandings, grounded the work in the subject-matter domain, and was equitable and ambitious in her instruction. Situated in practice, this analysis enriches the literature on SLPs and helps educators see the more complicated forms that participation and engagement can take in classrooms.

中文翻译：

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支持学生的学习实践：重新定义参与和参与

我们检查了 (a) 3 种学生学习实践 (SLP) 的发展——倾听、公开演讲以及制作和使用记录——这些对于参与和参与学术雄心勃勃的课堂至关重要，以及 (b) 教师的工作支持制定夏季数学实验室背景下的 SLP。我们确定学生为他们的工作带来的资产——在模态课堂中可以保持隐形和未充分利用的资产——以及教师通过提示、建模、脚手架、提供反馈和定义实践来支持这些 SLP 的工作。我们发现，当老师教授这些 SLP 时，她关注个别学生的理解，将工作扎根于学科领域，并且在教学中公平而雄心勃勃。位于实践中，