Multiple Perspectives On Mathematics Teaching And Learning

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Overview

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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Editorial Reviews

From the Publisher

"This valuable resource is recommended for upper-division undergraduates, graduate students, and practitioners."

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Choice

"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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Adolescence

Booknews
A collection of ten chapters that take a new look at mathematics education. The contributors 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. Several of the chapters address the nature of learning and teaching, and the ways in which theories and practices of mathematics education recognize learning as simultaneously social and individual. Other issues include teaching practices, equity, language, assessment, group work and the broader political context of mathematics reform. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

Meet the Author

JO BOALER is Assistant Professor of mathematics education at Stanford University.

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Table of Contents

Series Editor's Preface
Acknowledgments
1 Introduction: Intricacies of Knowledge, Practice, and Theory 1
2 The Social Turn in Mathematics Education Research 19
3 The Importance of a Situated View of Learning to the Design of Research and Instruction 45
4 Interweaving Content and Pedagogy in Teaching and Learning to Teach: Knowing and Using Mathematics 83
5 Who Counts What As Math? Emergent and Assigned Mathematics Problems in a Project-Based Classroom 105
6 Effects of Dominant and Subordinate Masculinities on Interactions in a Collaborative Learning Classroom 145
7 Identity, Agency, and Knowing in Mathematics Worlds 171
8 "Cracking the Code" of Mathematics Classrooms: School Success As a Function of Linguistic, Social, and Cultural Background 201
9 Better Assessment in Mathematic Education? A Social Perspective 225
10 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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