Multiple Perspectives on Mathematics Teaching and Learning
By Jo Boaler. 2000
455 citations recorded by the source corpus.
Multiple Perspectives on Mathematics Teaching and Learningoffers 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.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/86721b3c3c04cbc952f0557bc96c8805de595dc7
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Melissa S. Gresalfi
- David Stinson
- Lynn Hodge
- Paul Cobb
- Leslie R. Herrenkohl
- T. Popkewitz
- Rochelle Gutiérrez
- Sam Wineburg
Citations in the corpus
- The Alchemy of the Mathematics Curriculum: Inscriptions and the Fabrication of the Child (2004, background): “Debates about standards focus on what should serve as a foundation for curriculum content and which populations are served or hindered by that content (see, e.g., Boaler, 2000).”
- ‘Slaughtering this beautiful math’: graduate women choosing and leaving mathematics (2004, background): “Theories of situated learning posit that learning happens through participation in social practices, and indeed that learning is inseparable from that participation (Boaler, 2000).”
- African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement (2006, background): “…research into the sociocultural arena to more fully understand the schooling and mathematics outcomes of these students (e.g., see Atweh, Forgasz, & Nebres, 2001; Boaler, 2000; Burton, 2003; Gates & Cotton, 1998; Powell & Frankenstein, 1997; Secada, Fennema, & Adajian, 1995; Walshaw, 2004).”