Mathematics teaching and learning have been dominated by a concern
for the intellectual readiness of the child, debates over rote
learning versus understanding and, recently, mathematical processes
and thinking. The gaze into today's mathematics classroom is firmly
focused on the individual learner. Recently, however, studies of
mathematics in social practices, including the market place and the
home, have initiated a shift of focus. Culture has become
identified as a key to understanding the basis on which the learner
appropriates meaning. The chapters in this timely book attempt to
engage with this shift of focus and offer original contributions to
the debate about mathematics teaching and learning. They adopt
theoretical perspectives while drawing on the classroom as both the
source of investigation and the site of potential change and
development. The book will be of fundamental interest to lecturers
and researchers and to teachers concerned with the classroom as a
cultural phenomenon.
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