The Culture of the Mathematics Classroom is becoming an
increasingly salient topic of discussion in mathematics education.
Studying and changing what happens in the classroom allows
researchers and educators to recognize the social character of
mathematical pedagogy and the relationship between the classroom
and culture at large. The volume is divided into three sections,
reporting findings gained both in research and in practice. The
first presents several attempts to change classroom culture by
focusing on the education of mathematics teachers and on
teacher-researcher collaboration. The second section shifts to the
interactive processes of the mathematics classroom and to the
communal nature of learning. The third section discusses the means
of constructing, filtering, and establishing mathematical knowledge
that are characteristic of the classroom culture. As an examination
of the social nature of mathematical teaching and learning, the
volume should appeal both to educational psychologists and to
cultural and social anthropologists and sociologists. The editors
have compiled a volume that explores not only the acquisition of
mathematical knowledge but the communal character of such knowledge
as well.
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