Download or read book Patterns in Mathematics Classroom Interaction written by Jenni Ingram and published by Oxford University Press. This book was released on 2021-03-01 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom interaction has a significant influence on teaching and learning. It is through interaction that we solve problems, build ideas, make connections and develop our understanding. Patterns in Mathematics Classroom Interaction describes, exemplifies and considers the implications of patterns and structures of mathematics classroom interaction. Drawing on a Conversation Analytic approach, the book examines how the structures of interactions between teachers and students influence, enable, and constrain the mathematics that students are experiencing and learning in school. In particular, it considers the handling of difficulties or errors and the consequences on both the mathematics students are learning, and the learning of this mathematics. The various roles of silence and the treatment of knowledge and understanding within everyday classroom interactions also reveal the nature of mathematics as it is taught in different classrooms. Examples of students explaining, reasoning and justifying as they interact are also drawn upon to examine how the structures of classroom interaction support students to develop these discursive practices. The approach taken in Patterns in Mathematics Classroom Interaction enables the identification of not only what structures exist and pervade classroom discourse, but also how these structures influence teaching and learning. It is the understanding of how these structures affect students' experiences in the classroom that permits the use and development of practices that can support students' learning. This reflexive relationship between these structures of interactions and student actions and learning is central to the issues explored in this book, alongside the implications these may have for teachers' practice, and students' learning.
Download or read book Patterns in Mathematics Classroom Interaction written by Jenni Ingram and published by . This book was released on 2021-03-02 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Patterns in Mathematics Classroom Interaction describes, exemplifies and considers the implications of patterns and structures of mathematics classroom interaction.
Download or read book The Construction of New Mathematical Knowledge in Classroom Interaction written by Heinz Steinbring and published by Springer Science & Business Media. This book was released on 2006-03-30 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics is generally considered as the only science where knowledge is uni form, universal, and free from contradictions. „Mathematics is a social product - a 'net of norms', as Wittgenstein writes. In contrast to other institutions - traffic rules, legal systems or table manners -, which are often internally contradictory and are hardly ever unrestrictedly accepted, mathematics is distinguished by coherence and consensus. Although mathematics is presumably the discipline, which is the most differentiated internally, the corpus of mathematical knowledge constitutes a coher ent whole. The consistency of mathematics cannot be proved, yet, so far, no contra dictions were found that would question the uniformity of mathematics" (Heintz, 2000, p. 11). The coherence of mathematical knowledge is closely related to the kind of pro fessional communication that research mathematicians hold about mathematical knowledge. In an extensive study, Bettina Heintz (Heintz 2000) proposed that the historical development of formal mathematical proof was, in fact, a means of estab lishing a communicable „code of conduct" which helped mathematicians make themselves understood in relation to the truth of mathematical statements in a co ordinated and unequivocal way.
Download or read book Patterns of Verbal Communication in Mathematics Classes written by James Taylor Fey and published by . This book was released on 1970 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Emergence of Mathematical Meaning written by Paul Cobb and published by Routledge. This book was released on 2012-12-06 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Math on the Move written by Malke Rosenfeld and published by Heinemann Educational Books. This book was released on 2016-10-18 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Kids love to move. But how do we harness all that kinetic energy effectively for math learning? In Math on the Move, Malke Rosenfeld shows how pairing math concepts and whole body movement creates opportunities for students to make sense of math in entirely new ways. Malke shares her experience creating dynamic learning environments by: exploring the use of the body as a thinking tool, highlighting mathematical ideas that are usefully explored with a moving body, providing a range of entry points for learning to facilitate a moving math classroom. ..."--Publisher description.
Download or read book Inside the Mathematics Class written by Uwe Gellert and published by Springer. This book was released on 2018-09-26 with total page 343 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is a forward–looking intersection of Sociological perspectives on mathematics classrooms and socio-political perspectives on mathematics education. The first perspective has generated a substantial body of knowledge in the mathematics education. Interactionist research has deepened our understanding of interaction processes, socio-mathematical norms and the negotiation of meaning, generating a ‘micro-sociology’ or a ‘micro-ethnography’ of the mathematics classroom. More recently, socio-political perspectives on mathematics education interrelate educational practices in mathematics with macro-social issues of social equity, class, and race and with the policies that regulate institutionalized mathematics education. This book documents, strings together and juxtaposes research that uses ethnographical classroom data to explain, on the one hand, how socio-political issues play out in the mathematics class. On the other hand, it illuminates how class, race etc. affect the micro-sociology of the mathematics classroom. The volume advances the knowledge in the field by providing an empirical grounding of socio-political research on mathematics education, and it extends the frame in which mathematical classroom cultures are conceived.
Download or read book Social Interaction in Mathematics Classroom written by Andualem Melesse and published by LAP Lambert Academic Publishing. This book was released on 2012-02 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Ethiopian context, most of the studies on classroom interaction attempted to investigate the interaction pattern using the vast known Flanders s Interaction Analysis. These studies focused on investigating the freedom and control of the teacher on the learners. However, it is this explanatory qualitative case study which attempted to investigate the nature of mathematics classroom interaction in city Secondary School, Addis Ababa, Ethiopia. It took the existing mathematics classroom social norms to understand the nature of interaction in to consideration. It aimed to find out and examine factors that could influence teacher-student and student-student interaction from the social constructivists and symbolic interactionists perspectives. This study focused on the nature of interactions that occurred during regular mathematics classroom activities. The study offers empirical and theoretical reflections on the nature of classroom interaction.
Download or read book Teaching and Learning in Maths Classrooms written by Chiara Andrà and published by Springer. This book was released on 2017-05-03 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers’ views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers’ professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book’s third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research, with a particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area.
Download or read book Making the Connection written by Marilyn Paula Carlson and published by MAA. This book was released on 2008 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: The chapters in this volume convey insights from mathematics education research that have direct implications for anyone interested in improving teaching and learning in undergraduate mathematics. This synthesis of research on learning and teaching mathematics provides relevant information for any math department or individual faculty member who is working to improve introductory proof courses, the longitudinal coherence of precalculus through differential equations, students' mathematical thinking and problem-solving abilities, and students' understanding of fundamental ideas such as variable and rate of change. Other chapters include information about programs that have been successful in supporting students' continued study of mathematics. The authors provide many examples and ideas to help the reader infuse the knowledge from mathematics education research into mathematics teaching practice. University mathematicians and community college faculty spend much of their time engaged in work to improve their teaching. Frequently, they are left to their own experiences and informal conversations with colleagues to develop new approaches to support student learning and their continuation in mathematics. Over the past 30 years, research in undergraduate mathematics education has produced knowledge about the development of mathematical understandings and models for supporting students' mathematical learning. Currently, very little of this knowledge is affecting teaching practice. We hope that this volume will open a meaningful dialogue between researchers and practitioners toward the goal of realizing improvements in undergraduate mathematics curriculum and instruction.
Download or read book Cultural Perspectives on the Mathematics Classroom written by Steve Lerman and published by Springer Science & Business Media. This book was released on 2013-04-17 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Beyond the Apparent Banality of the Mathematics Classroom written by Colette Laborde and published by Springer Science & Business Media. This book was released on 2007-03-11 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: New research in mathematics education deals with the complexity of the mathematics’ classroom. The classroom teaching situation constitutes a pertinent unit of analysis for research into the ternary didactic relationship which binds teachers, students and mathematical knowledge. The classroom is considered as a complex didactic system, which offers the researcher an opportunity to gauge the boundaries of the freedom that is left with regard to choices about the knowledge to be taught and the ways of organizing the students’ learning, while giveing rise to the study of interrelations between three main elements of the teaching process the: mathematical content to be taught and learned, management of the various time dimensions, and activity of the teacher who prepares and manages the class, to the benefit of the students' knowledge and the teachers' own experience. This volume, reprinted from Educational Studies in Mathematics, Volume 59, focuses on classroom situations as a unit of analysis, the work of the teacher, and is strongly anchored in original theoretical frameworks. The contributions are formulated from the perspective of one or more theoretical frameworks but they are tackled by means of empirical investigations.
Download or read book Sociocultural Research on Mathematics Education written by Bill Atweh and published by Routledge. This book was released on 2013-03-07 with total page 567 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume--the first to bring together research on sociocultural aspects of mathematics education--presents contemporary and international perspectives on social justice and equity issues that impact mathematics education. In particular, it highlights the importance of three interacting and powerful factors--gender, social, and cultural dimensions. Sociocultural Research on Mathematics Education: An International Perspective is distinguished in several ways: * It is research based. Chapters report on significant research projects; present a comprehensive and critical summary of the research findings; and offer a critical discussion of research methods and theoretical perspectives undertaken in the area. * It is future oriented, presenting recommendations for practice and policy and identifying areas for further research. * It deals with all aspects of formal and informal mathematics education and applications and all levels of formal schooling. As the context of mathematics education rapidly changes-- with an increased demand for mathematically literate citizenship; an increased awareness of issues of equity, inclusivity, and accountability; and increased efforts for globalization of curriculum development and research-- questions are being raised more than ever before about the problems of teaching and learning mathematics from a non-cognitive science perspective. This book contributes significantly to addressing such issues and answering such questions. It is especially relevant for researchers, graduate students, and policymakers in the field of mathematics education.
Download or read book Mathematics Classrooms in Twelve Countries written by and published by BRILL. This book was released on 2006-01-01 with total page 405 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reports the accounts of researchers investigating the eighth grade mathematics classrooms of teachers in Australia, China, the Czech Republic, Germany, Israel, Japan, Korea, The Philippines, Singapore, South Africa, Sweden and the USA. This combination of countries gives good representation to different European and Asian educational traditions, affluent and less affluent school systems, and mono-cultural and multi-cultural societies. Researchers within each local group focused their analyses on those aspects of practice and meaning most closely aligned with the concerns of the local school system and the theoretical orientation of the researchers. Within any particular educational system, the possibilities for experimentation and innovation are limited by more than just methodological and ethical considerations: they are limited by our capacity to conceive possible alternatives. They are also limited by our assumptions regarding acceptable practice. These assumptions are the result of a long local history of educational practice, in which every development was a response to emergent local need and reflective of changing local values. Well-entrenched practices sublimate this history of development. The Learner’s Perspective Study is guided by a belief that we need to learn from each other. The resulting chapters offer deeply situated insights into the practices of mathematics classrooms in twelve countries: an insider’s perspective.
Download or read book Whole Class Interaction in the Mathematics Classroom written by Jennifer Ingram and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis analyses whole-class interactions in the mathematics lessons of four mathematics teachers and their pupils. A conversation analytic approach was taken in analysing the transcripts of whole-class interactions, focusing on those interactions that were about mathematics. The sequential organisation of talk, in particular turn-taking and preference organisation, is examined for similarities and differences across the four classrooms and the implications these may have for the teaching and learning of mathematics are explored. This research also examines the discursive construction of the mathematical tasks and activities in each of the classrooms. The analysis reveals that the teachers and pupils orient to the institutional setting in which the interaction occurs. The structure of interactions in formal classrooms offers opportunities that can support particular features of learning mathematics, such as using mathematical terminology, building in opportunities for pupils to think about the mathematics, explain their reasoning, and ask mathematically related questions. However, these structures also constrain the interactions and so features of learning mathematics only feature in interactions that deviate from the usual patterns of interaction in formal classrooms, such as argumentation and justification. Finally, this research offers evidence that the way mathematical tasks and activities are talked into being affects the nature of the mathematics that the pupils experience.
Download or read book International Handbook of Mathematics Education written by Alan Bishop and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 1336 pages. Available in PDF, EPUB and Kindle. Book excerpt: ALAN J. BISHOP Monash University, Clayton, Victoria, Australia RATIONALE Mathematics Education is becoming a well-documented field with many books, journals and international conferences focusing on a variety of aspects relating to theory, research and practice. That documentation also reflects the fact that the field has expanded enormously in the last twenty years. At the 8th International Congress on Mathematics Education (ICME) in Seville, Spain, for example, there were 26 specialist Working Groups and 26 special ist Topic Groups, as well as a host of other group activities. In 1950 the 'Commission Internationale pour I 'Etude et l' Amelioration de l'Enseignement des Mathematiques' (CIEAEM) was formed and twenty years ago another active group, the 'International Group for the Psychology of Mathematics Education' (PME), began at the third ICME at Karlsruhe in 1976. Since then several other specialist groups have been formed, and are also active through regular conferences and publications, as documented in Edward Jacobsen's Chapter 34 in this volume.
Download or read book Making Connections written by and published by BRILL. This book was released on 2006-01-01 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, comparisons are made between the practices of classrooms in a variety of different school systems around the world. The abiding challenge for classroom research is the realization of structure in diversity. The structure in this case takes the form of patterns of participation: regularities in the social practices of mathematics classrooms. The expansion of our field of view to include international rather than just local classrooms increases the diversity and heightens the challenge of the search for structure, while increasing the significance of any structures, once found. In particular, this book reports on the use of ‘lesson events’ as an entry point for the analysis of lesson structure. International research offers opportunities to study settings and characteristics untenable in the researcher’s local situation. Importantly, international comparative studies can reveal possibilities for practice that would go unrecognized within the established norms of educational practice of one country or one culture. Our capacity to conceive of alternatives to our current practice is constrained by deep-rooted assumptions, reflecting cultural and societal values that we lack the perspective to question. The comparisons made possible by international research facilitate our identification and interrogation of these assumptions. Such interrogation opens up possibilities for innovation that might not otherwise be identified, expanding the repertoire of mathematics teachers internationally, and providing the basis for theory development.
