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Reflection has become widely recognized as a crucial element in the
professional growth of teachers. Terms such as "reflective
teaching" "enquiry-orientated teacher education", "teachers as
researchers" and "reflective practitioner" have become quite
prolific in discussions of classroom practice and professional
development. It is frequently presumed that reflection is an
intrinsically good and desirable aspect of teaching and teacher
education and that teachers, in becoming more reflective, will in
some sense be better teachers, though such claims have been rarely
subject to detailed scrutiny. Each of the chapters in this book is
concerned with exploring the concept of reflection and considering
its contributions to teacher education. The papers range across
different stages of professional development, some focusing in
particular on pre-service education, others on in-service or
professional development generally. Some of the papers are
concerned with particular strategies for promoting reflection and
how they might operate in a teacher education context, others dwell
more upon a theoretical appreciation of how reflection facilitates
in the processes of professional development,
Professor Stephen Lerman has been a leader in the field of
mathematics education for thirty years. His work is extensive,
making many significant contributions to a number of key areas of
research. Stephen retired from South Bank University in 2012, where
he had worked for over 20 years, though he continues to work at
Loughborough University. In this book several of his long standing
colleagues and collaborators reflect on his contribution to
mathematics education, and in so doing illustrate how some of
Steve's ideas and interventions have resulted in significant shifts
in the domain.
This book examines the current thinking on five critical social and
political areas in mathematics education. It focuses on material
conditions in teaching and learning, and details features of social
life and their influence on mathematics teaching, learning and
achievement. Following an introduction, the first section addresses
equitable access and participation in quality mathematics
education. It explores this issue in different contexts and from
different ideological perspectives. The second section traces the
emergence and development of the notion of activism in mathematics
education in theory, in the literature, in research and in
practice. The third section then moves on to explore current
research on the political forces at work in identity, subjectivity
and (dis)ability within mathematics education, showing how emphasis
on language and discourse provides information for this research,
and how new directions are being pursued to address the diverse
material conditions that shape learning experiences in mathematics
education. Economic factors behind mathematics achievement form the
topic of section four, which examines the political dimensions of
mathematics education through the influence of national and global
economic structures. The final section addresses distribution of
power and cultural regimes of truth, based on the premise that
although often deemed apolitical, mathematics and mathematics
education are highly political institutions in our society. The
book concludes with a summary and recommendations for the future.
Professor Stephen Lerman has been a leader in the field of
mathematics education for thirty years. His work is extensive,
making many significant contributions to a number of key areas of
research. Stephen retired from South Bank University in 2012, where
he had worked for over 20 years, though he continues to work at
Loughborough University. In this book several of his long standing
colleagues and collaborators reflect on his contribution to
mathematics education, and in so doing illustrate how some of
Steve's ideas and interventions have resulted in significant shifts
in the domain.
The contributors look at a range of issues in the teaching of mathematics that will enable students to build upon their learning and place their teaching into a wider context. This book presents the key debates that the mathematics teacher will need to understand, reflect on and engage in as part of their professional development. Issues in Mathematics Teaching is suitable for those at initial training level right through to practising mathematics teachers. Its accessible structure enables the reader to pursue the issues raised as each chapter includes suggestions for further reading and questions for reflection or debate.
In this book, I develop a critical structuralist approach to a
study of teachers' belief structures. I demonstrate how we can
represent these cognitive structures using sociological tools which
I use to study how two mathematics teachers cognitively organise
and structure their orientation toward their professional work. I
adopt the position that human activity is fundamentally social in
character, that social structures are dynamic and relational, yet
exhibit a level of stability which results in dispositions gelling
into objective structures. I develop a theoretical base, evolving a
description of how we might understand (or model) what I call "the
professional orientation" of mathematics teachers. I construct
theoretical, conceptual and methodological frameworks to enable me
to study some of the underlying relationships between mathematics
teacher predispositions and social structure.I draw on Pierre
Bourdieu's approach to sociology and in particular draw on the
concepts of habitus, discourse and ideology. I begin by socially
and politically locating myself before moving on to looking at how
we can understand the way modern society operates.
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