Multiple Perspectives on Mathematics Teaching and Learning

Front Cover
Jo Boaler
Greenwood Publishing Group, 2000 - Education - 278 pages

Multiple Perspectives on Mathematics Teaching and Learning offers a collection of chapters that take a new look at mathematics education. Leading authors, such as Deborah Ball, Paul Cobb, Jim Greeno, Stephen Lerman, and Michael Apple, draw from a range of perspectives in their analyses of mathematics teaching and learning. They address such practical problems as: the design of teaching and research that acknowledges the social nature of learning, maximizing the impact of teacher education programs, increasing the learning opportunities of students working in groups, and ameliorating the impact of male domination in mixed classrooms.

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

Introduction Intricacies of Knowledge Practice and Theory
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
Author Index
261
Subject Index
267
About the Editors and Contributors
275
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About the author (2000)

JO BOALER is Assistant Professor of mathematics education at Stanford University. She is a former secondary school teacher of mathematics. She has also worked as the deputy director of a national assessment project in the UK, researching and developing assessments for students across the country. She is author of the book Experiencing School Mathematics. Her research interests include mathematics teaching approaches, assessment and equity. She is currently the PI of a NSF project investigating the relationship between mathematics teaching, learning, and curriculum approach.

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