Multiple perspectives on mathematics teaching and learning / edited by Jo Boaler.

Format:

Book

Contributor:

Boaler, Jo, 1964-

Series:

International perspectives on mathematics education.

International perspectives on mathematics education, 1530-3993

Language:

English

Subjects (All):

Mathematics--Study and teaching.

Mathematics.

Physical Description:

1 online resource (288 p.)

Edition:

1st ed.

Distribution:

London : Bloomsbury Publishing, 2024

Place of Publication:

Westport, Conn. : Praeger, 2000.

Language Note:

English

Summary:

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.

Contents:

Intro

Series Editor's Preface

Acknowledgments

1. Introduction: Intricacies of Knowledge, Practice, and Theory

2. The Social Turn in Mathematics Education Research

3. The Importance of a Situated View of Learning to the Design of Research and Instruction

4. Interweaving Content and Pedagogy in Teaching and Learning to Teach: Knowing and Using Mathematics

5. Who Counts What As Math? Emergent and Assigned Mathematics Problems in a Project-Based Classroom

6. Effects of Dominant and Subordinate Masculinities on Interactions in a Collaborative Learning Classroom

7. Identity, Agency, and Knowing in Mathematics Worlds

8. "Cracking the Code" of Mathematics Classrooms: School Success As a Function of Linguistic, Social, and Cultural Background

9. Better Assessment in Mathematics Education? A Social Perspective

10. Mathematics Reform Through Conservative Modernization? Standards, Markets, and Inequality in Education

Author Index

Subject Index

About the Editors and Contributors.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references and indexes.

ISBN:

9798400688362

9780313001130

0313001138

9780585389189

0585389187

OCLC:

567903495