Investigates how middle grade teachers' deeper understanding of the mathematics of number, quantity, and proportion influences the way they teach and the way students learn.
The outcome of a two-year investigation, this book shows how teachers' understanding of the mathematics of number, quantity, and proportion influences how they teach and what their students learn of the concepts, skills, and reasoning associated wit...(Read More)
Extends the ideas of social constructivism to the philosophy of mathematics, developing a powerful critique of traditional absolutist conceptions of mathematics, and proposing a reconceptualization of the philosophy of mathematics.
Proposing social constructivism as a novel philosophy of mathematics, this book is inspired by current work in sociology of knowledge and social studies of science. It extends the ideas of soc...(Read More)
Ethnomathematics
(April 1997)
Challenging Eurocentrism in Mathematics Education Arthur B. Powell - Editor Marilyn Frankenstein - Editor
Presents the emerging field of ethnomathematics from a critical perspective, challenging particular ways in which Eurocentrism permeates mathematics education and mathematics in general.
This collection brings together classic, previously published articles and new research to present the emerging field of ethnomathematics from a critical perspective, challenging particular ways in which Eurocentrism permeates mathemati...(Read More)
This book provides middle school teachers with a firm pedagogical foundation based on the manner in which students learn the mathematics being taught.
This book is written primarily for middle grade teachers who are discovering that they now want to teach in ways that create positive mathematical learning environments and instigate rich classroom discourse. Many of these teachers are finding that their mathematical preparation did not ad...(Read More)
"This book addresses a key issue in mathematics education today. The perspective from which this text is written is one that is needed as a response to the occurring reform in mathematics education and the movement to understand learning and doing mathematics as social construction. How to align this newer conceptualization with testing procedures is an issue that is often raised in the circles in which I am active. I especially like the emphasis on...(Read More)
“An excellent state-of-the-art sourcebook.” — Anna O. Graeber, University of Maryland, College Park
Two of the most important concepts children develop progressively throughout their mathematics education years are additivity and multiplicativity. Additivity is associated with situations that involve adding, joining, affixing, subtracting, separating and removing. Multiplicativity is associated with situations that involve duplicating, shrinkin...(Read More)
Are current testing practices consistent with the goals of the reform movement in school mathematics? If not, what are the alternatives? How can authentic performance in mathematics be assessed?
These and similar questions about tests and their uses have forced those advocating change to examine the way in which mathematical performance data is gathered and used in American schools. This book provides recent views on the issues surrounding...(Read More)
During the last decade there were significant advances in the study of students' learning and problem solving in mathematics, and in the study of classroom instruction. Because these two research programs usually have been conducted individually, it is generally agreed now that there is an increasing need for an integrated research program. This book represents initial discussions and development of a unified paradigm for studying teaching in math...(Read More)
