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Multiple Perspectives on Mathematics Teaching and Learning
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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.
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Table of Contents

Introduction: The Intricacies of Knowledge, Practice, and Theory by Jo Boaler The Social Turn in Mathematics Education Research by Stephen Lerman The Importance of a Situated View of Learning to the Design of Research and Instruction by Paul Cobb Interweaving Content and Pedagogy in Teaching and Learning to Teach: Knowing and Using Mathematics by Deborah Loewenberg Ball and Hyman Bass Who Counts What As Math? Emergent and Assigned Mathematics Problems in a Project-Based Classroom by Reed Stevens Effects of Dominant and Subordinate Masculinities on Interactions in a Collaborative Learning Classroom by Mary Barnes Identity, Agency, and Knowing in Mathematics Worlds by Jo Boaler and James G. Greeno "Cracking the Code" of Mathematics Classrooms: School Success As a Function of Linguistic, Social, and Cultural Background by Robyn Zevenbergen Better Assessment in Mathematics Education? A Social Perspective by Candia Morgan Mathematics Reform Through Conservative Modernization? Standards, Markets, and Inequality in Education by Michael W. Apple Indexes

About the Author

JO BOALER is Assistant Professor of mathematics education at Stanford University. She is a former secondary school teacher of mathematics. She has also worked as the deputy director of a national assessment project in the UK, researching and developing assessments for students across the country. She is author of the book Experiencing School Mathematics. Her research interests include mathematics teaching approaches, assessment and equity. She is currently the PI of a NSF project investigating the relationship between mathematics teaching, learning, and curriculum approach.

Reviews

"The contributors variously employ sociological, anthropological, psychological, sociocultural, political, and mathematical perspectives to produce powerful analyses of mathematics teaching and learning." - Adolescence "This valuable resource is recommended for upper-division undergraduates, graduate students, and practitioners." - Choice

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