Mathematics Education
Exploring the Culture of Learning
Published on 27. November 2003
Book
Hardback
256 pages
978-0-415-32699-5 (ISBN)
Description
Mathematics Education identifies some of the most significant issues in mathematics education today. Pulling together relevant articles from authors well-known in their fields of study, the book addresses topical issues such as:
gender
equity
attitude
teacher belief and knowledge
community of practice
autonomy and agency
assessment
technology.
The subject is dealt with in three parts: culture of the mathematics classroom, communication in mathematics classrooms and pupils' and teachers' perceptions.
Students on postgraduate courses in mathematics education will find this book a valuable resource. Students on BEd and PGCE courses will also find this a useful source of reference as will teachers of mathematics, mentors and advisers.
gender
equity
attitude
teacher belief and knowledge
community of practice
autonomy and agency
assessment
technology.
The subject is dealt with in three parts: culture of the mathematics classroom, communication in mathematics classrooms and pupils' and teachers' perceptions.
Students on postgraduate courses in mathematics education will find this book a valuable resource. Students on BEd and PGCE courses will also find this a useful source of reference as will teachers of mathematics, mentors and advisers.
Reviews / Votes
'The organisation of the book is exceptional and provides the reader with the opportunity to preview each of the three sections by means of an overview written by the editors ... All in all [this book] contains comprehensive and articulate coverage of the field and is thoughtfully organised.' -Education Review 'The organization of the book is exceptional and provides the reader with the opportunity to preview each of the three sections by means of an overview written by the editors ... All in all [this book] contains comprehensive and articulate coverage of the field and is thoughtfully organized.' -Education ReviewMore details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Illustrations
22 s/w Zeichnungen
22 Line drawings, black and white
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 18 mm
Weight
552 gr
ISBN-13
978-0-415-32699-5 (9780415326995)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
E-Book
12/2003
Routledge
€40.99
Available for download
E-Book
12/2003
Routledge
€40.99
Available for download
Book
11/2003
Routledge
€57.60
Shipment within 15-20 days
Persons
Barbara Allen (Author) , Sue Johnston-Wilder (The Open University University of Warwick, UK) (Author)
Content
Introduction: Issues in researching mathematics learning Section 1: Culture of the mathematics classroom 1. Images of mathematics, values and gender: a philosophical perspective 2. Towards a sociology of learning in primary schools3. Learners as authors in mathematics classrooms 4. Paradigmatic conflicts in informal mathematics assessment as sources of social inequity5. Constructing the 'legitimate' goal of a 'realistic' mathematics item: a comparison of 10-11 and 13-14 year olds 6. Establishing a community of practice in a secondary mathematics classroom Section 2: Communication in mathematics classrooms 7. Mathematics, social class and linguistic capital: an analysis of mathematics classroom interactions8. What is the role of diagrams in communication of mathematical activity? 9. 'The Whispers' : rival classroom discourses and inquiry mathematics10. Steering between skills and creativity: a role for the computer?Section 3: Pupils' and teachers' perceptions 11. The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice12. Setting, social class and survival of the quickest 13. 'I'll be a nothing': structure, agency and the construction of identity through assessment 14. Pupils' perspectives on learning mathematics