Multiple Perspectives on Mathematics Teaching and Learning
eBook - PDF

Multiple Perspectives on Mathematics Teaching and Learning

  1. 288 pages
  2. English
  3. PDF
  4. Available on iOS & Android
eBook - PDF

Multiple Perspectives on Mathematics Teaching and Learning

About this book

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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Yes, you can access Multiple Perspectives on Mathematics Teaching and Learning by Jo Boaler in PDF and/or ePUB format, as well as other popular books in Education & Education General. We have over one million books available in our catalogue for you to explore.

Information

Publisher
Praeger
Year
2000
Print ISBN
9781567505344
eBook ISBN
9780313001130
Edition
1
Topic
Education
Subtopic
Education General

Table of contents

  1. Series Editor’s Preface
  2. Acknowledgments
  3. 1. Introduction: Intricacies of Knowledge, Practice, and Theory
  4. 2. The Social Turn in Mathematics Education Research
  5. 3. The Importance of a Situated View of Learning to the Design of Research and Instruction
  6. 4. Interweaving Content and Pedagogy in Teaching and Learning to Teach: Knowing and Using Mathematics
  7. 5. Who Counts What As Math? Emergent and Assigned Mathematics Problems in a Project-Based Classroom
  8. 6. Effects of Dominant and Subordinate Masculinities on Interactions in a Collaborative Learning Classroom
  9. 7. Identity, Agency, and Knowing in Mathematics Worlds
  10. 8. “Cracking the Code” of Mathematics Classrooms: School Success As a Function of Linguistic, Social, and Cultural Background
  11. 9. Better Assessment in Mathematics Education? A Social Perspective
  12. 10. Mathematics Reform Through Conservative Modernization? Standards, Markets, and Inequality in Education
  13. Author Index
  14. Subject Index
  15. About the Editors and Contributors