## Multiple Perspectives on Mathematics Teaching and Learning
These practical insights are combined with important advances in theory. Several of the authors address the nature of learning and teaching, including the ways in which theories and practices of mathematics education recognize learning as simultaneously social and individual. The issues addressed include teaching practices, equity, language, assessment, group work and the broader political context of mathematics reform. The contributors variously employ sociological, anthropological, psychological, sociocultural, political, and mathematical perspectives to produce powerful analyses of mathematics teaching and learning. |

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### Contents

1 | |

The Social Turn in Mathematics Education Research | 19 |

The Importance of a Situated View of Learning to the Design of Research and Instruction | 45 |

Interweaving Content and Pedagogy in Teaching and Learning to Teach Knowing and Using Mathematics | 83 |

Who Counts What As Math? Emergent and Assigned Mathematics Problems in a ProjectBased Classroom | 105 |

Effects of Dominant and Subordinate Masculinities on Interactions in a Collaborative Learning Classroom | 145 |

Identity Agency and Knowing in Mathematics Worlds | 171 |

Cracking the Code of Mathematics Classrooms School Success As a Function of Linguistic Social and Cultural Background | 201 |

Better Assessment in Mathematics Education? A Social Perspective | 225 |

Mathematics Reform Through Conservative Modernization? Standards Markets and Inequality in Education | 243 |

261 | |

267 | |

About the Editors and Contributors | 275 |

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### References to this book

New Mathematics Education Research and Practice Jürgen Maass,Wolfgang Schlöglmann Limited preview - 2006 |

Navigating Numeracies: Home/School Numeracy Practices Brian V. Street,Dave Baker,Alison Tomlin Limited preview - 2005 |