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Classics in Mathematics Education Research / Edition 1

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A compilation of 17 articles deemed to have influenced the direction of mathematics education and to reflect the history of research in the realm. The articles focus on themes related to evolving conceptions of learning and teaching—the process-product paradigm, gender and mathematics, problem solving, student thinking, and the role of cultural practices in the acquisition of mathematical concepts and procedures. They span the last half of the 20th century. There is no subject index. Annotation ©2004 Book News, Inc., Portland, OR
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Product Details

  • ISBN-13: 9780873535656
  • Publisher: National Council of Teachers of Mathematics
  • Publication date: 1/28/2004
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 226

Table of Contents

Preface vii
Introduction 1
1 The Place of Meaning in the Teaching of Arithmetic (Elementary School Journal 47 (1947): 256-65) 8
2 The Missouri Mathematics Effectiveness Project: An Experimental Study in Fourth-Grade Classrooms (Journal of Educational Psychology 71 (1979): 355-62) 16
3 Sex-Related Differences in Mathematics Achievement, Spatial Visualization and Affective Factors (American Educational Research Journal 14 (winter 1977): 51-71) 26
4 Variables and Methodologies in Research on Problem Solving (In L. L. Hatfield (1978): Mathematical Problem Solving (pp. 7-20). ERIC/SMEAC) 40
5 Benny's Conception of Rules and Answers in IPI Mathematics (Journal of Children's Mathematical Behavior 1 (2) (1973): 7-26) 48
6 The Child's Thought and Geometry (In D. Fuys, D. Geddes, & R. Tischler (Eds.) (1959/1985): English Translation of Selected Writings of Dina van Hiele-Geldof and Pierre M. van Hiele, (pp. 243-52). ERIC/SMEAC) 60
7 "Radical Constructivism and Mathematics Education" (Journal for Research in Mathematics Education 25 (1994): 711-33) 68
8 "Multiplicative Structures" (In J. Hiebert and M. Behr (1988). Number Concepts and Operations in the Middle Grades, (pp. 141-61). Reston, VA: National Council of Teachers of Mathematics) 84
9 "Concept Image and Concept Definition in Mathematics with Particular Reference to Limits and Continuity" (Educational Studies in Mathematics 12 (1981): 151-69) 98
10 "Beyond the Purely Cognitive: Belief Systems, Social Cognitions, and Metacognitions as Driving Forces in Intellectual Performance" (Cognitive Science 7 (1983): 329-63) 110
11 "Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study" (American Educational Research Journal 26 (1989): 499-531) 134
12 "When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching" (American Educational Research Journal 27 (1990): 29-63) 152
13 "The Relationship of Teachers' Conceptions of Mathematics and Mathematics Teaching to Instructional Practice" (Educational Studies in Mathematics 15 (1984): 105-27) 172
14 "Mathematics in the Streets and in Schools" (British Journal of Developmental Psychology 3 (1985): 21-29) 186
15 "Ethnomathematics and Its Place in the History and Pedagogy of Mathematics" (For the Learning of Mathematics 5 (1985): 44-48) 194
16 "Mathematics Education in Its Cultural Context" (Educational Studies in Mathematics 19 (1988): 179-91) 200
17 "Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research" (Educational Psychologist 31 (1996): 175-90) 208
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