E-Book 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.
E-Book Content
Multiple Perspectives on Mathematics Teaching and Learning Edited by Jo Boaler International Perspectives on Mathematics Education Leone Burton, Series Editor ABLEX PUBLISHING Westport, CT • London Library of Congress Cataloging-in-Publication Data Multiple perspectives on mathematics teaching and learning / edited by Jo Boaler. p. cm.—(International perspectives on mathematics education, ISSN 1530–3993 ; v. 1) Includes bibliographical references and indexes. ISBN 1–56750–534–1 (cloth)—ISBN 1–56750–535–X (pbk.) 1. Mathematics—Study and teaching. I. Boaler, Jo, 1964- II. Series. QA11 .M79 2000 510′.71—dc21 00–035567 British Library Cataloguing in Publication Data is available. Copyright © 2000 by Jo Boaler All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 00–035567 ISBN: 1–56750–534–1 1–56750–535–X (pbk.) ISSN: 1530–3993 First published in 2000 Ablex Publishing, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. www.greenwood.com Printed in the United States of America The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48–1984). 10 9 8 7 6 5 4 3 2 1 Contents Series Editor’s Preface Leone Burton vii Acknowledgments xi 1. 2. 3. 4. 5. 6. 7. Introduction: Intricacies of Knowledge, Practice, and Theory Jo Boaler 1 The Social Turn in Mathematics Education Research Stephen Lerman 19 The Importance of a Situated View of Learning to the Design of Research and Instruction Paul Cobb 45 Interweaving Content and Pedagogy in Teaching and Learning to Teach: Knowing and Using Mathematics Deborah Loewenberg Ball and Hyman Bass 83 Who Counts What As Math? Emergent and Assigned Mathematics Problems in a Project-Based Classroom Reed Stevens 105 Effects of Dominant and Subordinate Masculinities on Interactions in a Collaborative Learning Classroom Mary Barnes 145 Identity, Agency, and Knowing in Mathematics Worlds Jo Boaler and James G. Greeno 171 vi 8. 9. 10. Contents “Cracking the Code” of Mathematics Classrooms: School Success As a Function of Linguistic, Social, and Cultural Background Robyn Zevenbergen 201 Better Assessmen