|
Showing 1 - 1 of
1 matches in All Departments
This book grew out of a five-year collaboration between groups of
American and German mathematics educators. The central issue
addressed accounting for the messiness and complexity of
mathematics learning and teaching as it occurs in classroom
situations. The individual chapters are based on the view that
psychological and sociological perspectives each tell half of a
good story. To unify these concepts requires a combined approach
that takes individual students' mathematical activity seriously
while simultaneously seeing their activity as necessarily socially
situated. Throughout their collaboration, the chapter authors
shared a single set of video recordings and transcripts made in an
American elementary classroom where instruction was generally
compatible with recent reform recommendations. As a consequence,
the book is much more than a compendium of loosely related papers.
The combined approach taken by the authors draws on interactionism
and ethnomethodology. Thus, it constitutes an alternative to
Vygotskian and Soviet activity theory approaches. The specific
topics discussed in individual chapters include small group
collaboration and learning, the teacher's practice and growth, and
language, discourse, and argumentation in the mathematics
classroom. This collaborative effort is valuable to educators and
psychologists interested in situated cognition and the relation
between sociocultural processes and individual psychological
processes.
|
|
Email address subscribed successfully.
A activation email has been sent to you.
Please click the link in that email to activate your subscription.