Perspective on M. Lampert’s “When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching”

By Miriam Gamoran Sherin. 2004

51 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bcb74daa93a77142f927f50f96c91ca16f3b402e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Mathematics Classroom Observation Protocol for Practices (MCOP2): A validation study (2017, background): “Teachers also take the leading role in creating and maintaining discourse that encourages student thinking and communication (Lampert, 1990; Moschkovich, 2007; Sherin, Mendez, & Louis, 2004).”
A Review and Analysis of Constructivism for School-Based Practice (2002, background): “The social norms, such as the standard for acceptable explanations, set the framework for the level of intellectual activity and define the social participation structure (Lampert, 1990).”
High School Students' Beliefs About Maths, Mathematical Problem Solving, and Their Achievement in Maths: A cross-sectional study (2003, background): “Lampert (1990) indicated that students’ common view of mathematics is in terms of certainty, and fast and correct answers that become true when accepted by the authority of a teacher. Following the rules provided by the teacher means doing maths, and remembering and applying the rules correctly mean”
A Situated and Sociocultural Perspective on Bilingual Mathematics Learners (2002, background): “, 1993), presenting mathematical arguments (Forman, 1996), and participating in mathematical discussions (Lampert, 1990).”
An Integrative Approach to Personal Epistemology: A Guiding Model (2004, background): “Changing student beliefs may require changing the meaning of knowing and learning in school (Lampert, 1990), as well as focusing attention on teachers’ epistemological perspectives (Hofer, 2001).”
The Alchemy of the Mathematics Curriculum: Inscriptions and the Fabrication of the Child (2004, background): “…genre of research, a researcher describes her teaching to identify the process whereby “teachers and students form communities of discourse that come to agree on working definitions of what counts as knowledge and the processes whereby knowledge is assumed to be acquired” (Lampert, 1990, p. 34).”