Inside the Mathematics Class

1. Front Matter

   Pages i-x

   PDF

2. Zooming-In: The Sociological Gaze and the Mathematics Classroom

   • Uwe Gellert

   Pages 1-34

3. The Recognition of Pedagogic Rights in Mathematics Classrooms: A Framework for Reflecting Implicit Normative Assumptions in the Sociology of Mathematics Education

   • Hauke Straehler-Pohl, Michael Sertl

   Pages 35-59

4. Enhancement: Facilitating Possible Futures

   1. Front Matter

      Pages 61-61

      PDF

   2. Resistance from Within the Mathematics Classroom: Silences, Strategies, and Subjectivities

      • Lisa Björklund Boistrup, Joakim Samuelsson

      Pages 63-82

   3. “What might really happen?” – Reflections on Implicit Practices and Teachers’ Perspectives in the Context of ‘Realistic’ School Mathematics

      • Nikola Leufer, Nina Bohlmann

      Pages 83-102

   4. Language Diversity Builds Mathematics Learning as Much as Mathematics Learning Builds Language Diversity

      • Núria Planas

      Pages 103-118

   5. Differential Enhancement in Mathematical Pre-School Class Activities

      • Ola Helenius, Maria L. Johansson, Troels Lange, Tamsin Meaney, Anna Wernberg

      Pages 119-144

   6. Agency, Materiality, and Mathematics Learning in a Preschool Classroom

      • Eva Norén

      Pages 145-164

5. Inclusion and Exclusion in Social Practices

   1. Front Matter

      Pages 165-165

      PDF

   2. Racism and Mathematics Education in a Racial Democracy: Views from the Classroom

      • Luz Valoyes-Chávez

      Pages 167-189

   3. Storytelling in a Fifth Grade Mathematics Classroom: Matters of Content and Personhood

      • Kara Jackson

      Pages 191-207

   4. Deaf Students Learning Mathematics: Interactive Patterns, Participation, and Inclusion

      • Inês Borges

      Pages 209-228

   5. Participation in Argumentation

      • Jenny Christine Cramer, Christine Knipping

      Pages 229-244

6. Participation in Classroom Culture and Beyond

   1. Front Matter

      Pages 245-245

      PDF

   2. Humanizing and Dehumanizing Trends in a Critical Math Classroom

      • Andrew Brantlinger

      Pages 247-268

   3. Gendered Positions and Participation in Whole Class Discussions in the Mathematics Classroom

      • Laura Black, Darinka Radovic

      Pages 269-289

   4. A Discourse-Based Framework for Identifying Authority Structures in Mathematics Classrooms

      • David Wagner, Beth Herbel-Eisenmann

      Pages 291-313

   5. Meta-Rules of Discursive Practice in Mathematics Classrooms from Seoul, Shanghai and Tokyo

      • Lihua Xu, David Clarke

      Pages 315-334

7. Commentary

   1. Front Matter

      Pages 335-335

      PDF

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.

• Mathematical education
• teaching school mathematics
• mathematics practices
• preschool mathematics
• pedagogic practice
• pedagogic rights
• classroom analysis
• distributive strategies
• learn mathematics
• social relationships
• language diversity in maths
• micro-ethnography
• learning and instruction

“I would highly recommend this book for any mathematics educator that is trying to stay current with regards to the current research of sociological perspectives inside the mathematics class. The insights found within the research that formed the base of these chapters can be applied with all groups of mathematics students, and could easily be used to springboard into further research for the betterment of student learning in the mathematics classroom.” (Brent Kelderman, MAA Reviews, August 24, 2019)

• Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany

  Uwe Gellert, Hauke Straehler-Pohl

• Department of Mathematics and Computer Science, Universität Bremen, Bremen, Germany

  Christine Knipping

Uwe Gellert is a Professor of Mathematics Education in the Faculty of Education and Psychology at the Freie Universität, Berlin. His research interests include social inequalities in mathematics education, cross-cultural studies, microanalysis of classroom interaction, sociological perspectives on mathematics, and mathematics teacher education.

Christine Knipping is Professor of Mathematics Education at the Faculty of Mathematics and Computer Science at the University of Bremen. Her research interests include argumentation and proving, discursive and interactional mechanisms in mathematics classrooms, sociological perspectives on stratification in school and international comparisons.

Hauke Straehler-Pohl is a post-doctoral researcher in Sociology of Education and Mathematics Education in the Faculty of Education and Psychology at the Freie Universität, Berlin. His research interests include social inequalities in the school system, sociology of (pedagogic) evaluation, documentary method, performative approaches to school mathematics, and mathematics teacher education.

Policies and ethics