Learning Mathematics
From Hierarchies to Networks
1st Edition
Published on 12. October 2012
280 pages
978-1-135-69848-5 (ISBN)
Description
Learning Mathematics brings together a collection of interrelated and forward-looking chapters by internationally recognized experts that explores changes in the theories and practices of learning (and teaching) mathematics.
The authors reject a traditional, transmission view of the teaching of mathematics which has proved so ineffective for learning. In its place they offer information gathered from research and from practice about effects on the learners seeking to create and negotiate meaning. Learners are presented as actively attempting to make sense of the mathematics they encounter, and learners, teachers and researchers are offered examples of ho such sense-making activities, incorporated into mathematics classrooms, impact on coming to know.
The book celebrates both diversity, in the range of different perspectives, contributions and topics, and unity, in the linking chapters and themes, It will be fascinating reading for those mathematics educators who are eager to engage with a socio-cultural perspective in order to better understand the complexity of learning mathematics.
The authors reject a traditional, transmission view of the teaching of mathematics which has proved so ineffective for learning. In its place they offer information gathered from research and from practice about effects on the learners seeking to create and negotiate meaning. Learners are presented as actively attempting to make sense of the mathematics they encounter, and learners, teachers and researchers are offered examples of ho such sense-making activities, incorporated into mathematics classrooms, impact on coming to know.
The book celebrates both diversity, in the range of different perspectives, contributions and topics, and unity, in the linking chapters and themes, It will be fascinating reading for those mathematics educators who are eager to engage with a socio-cultural perspective in order to better understand the complexity of learning mathematics.
Reviews / Votes
'... a treasure chest of big ideas - not just for tomorrow's lesson, but for a lifetime of them.' - The Times Educational SupplementMore details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
File size
2,27 MB
ISBN-13
978-1-135-69848-5 (9781135698485)
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
Book
07/1999
Routledge Falmer
€261.30
Article not available for order
Book
07/1999
Routledge Falmer
€76.70
Article not available for order
Persons
Leone Burton
Content
Abandoning Hierarchies, Abandoning Dichotomies; Chapter 1 Voice, Perspective, Bias and Stance: Applying and Modifying Piagetian Theory in Mathematics Education, Jere Confrey; Chapter 2 The Implications of a Narrative Approach to the Learning of Mathematics, Leone Burton; Chapter 3 Establishing a Community of Practice in a Secondary Mathematics Classroom, Merrilyn Goos, Peter Galbraith, Peter Renshaw; Chapter 4 Paths of Learning-The Joint Constitution of Insights, Shirley Booth, Inger Wistedt, Ola Hallden, Mats Martinsson, Ference Marton; sec1_commentary Commentary Abandoning Hierarchies, Abandoning Dichotomies, Walter Secada; Mathematics as a Socio-cultural Artefact; Chapter 5 Culturally Situated Knowledge and the Problem of Transfer in the Learning of Mathematics, Stephen Lerman; Chapter 6 Hierarchies, Networks and Learning, Kathryn Crawford; Chapter 7 Mathematics, Mind and Society, Sal Restivo; Chapter 8 Culture, Environment and Mathematics Learning in Uganda, Janet Kaahwa; sec2_commentary Commentary Social Construction and Mathematics Education: The Relevance of Theory, Suzanne Damarin; Teaching and Learning Mathematics; Chapter 9 Tensions in Teachers' Conceptualizations of Mathematics and of Teaching, Barbara Jaworski; Chapter 10 Developing Teaching of Mathematics: Making Connections in Practice, Terry Wood, Tammy Turner-Vorbeck; Chapter 11 The Role of Labels in Promoting Learning from Experience Among Teachers and Students, John Mason; Chapter 12 Growing Minds, Growing Mathematical Understanding: Mathematical Understanding, Abstraction and Interaction*An earlier version of this paper was prepared for the Growing Minds Conference honouring the Piaget Centenary at Geneva, 16 September 1996. The research underlying this essay has been supported in part by Social Sciences and Humanities Grants 900078, 930239, 960405 and 961311., Thomas Kieren, Susan Pirie, Lynn Gordon Calvert; Chapter 13 Learners as Authors in the Mathematics Classroom, Hilary Povey, Leone Burton, Corinne Angier, Mark Boylan; sec3_commentary Commentary Teaching and Learning Mathematics, Christine Keitel;
