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Cultural Perspectives on the Mathematics Classroom

  • Book
  • © 1994

Overview

Editors:
  1. Stephen Lerman

    1. South Bank University, London, UK

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Part of the book series: Mathematics Education Library (MELI, volume 14)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-v
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  2. Introduction

    • Stephen Lerman
    Pages 1-5

  3. The Culture of the Mathematics Classroom: An Unknown Quantity?

    • Marilyn Nickson
    Pages 7-35

  4. Sets, Lies and Stereotypes

    • Richard Noss
    Pages 37-49

  5. Mathematics by All

    • John Volmink
    Pages 51-67

  6. Whose Culture Includes Mathematics?

    • Leone Burton
    Pages 69-83

  7. Anthropology in the Mathematics Classroom?

    • Rik Pinxten
    Pages 85-97

  8. What Happens When Robots Have Feelings?

    • Linda Gattuso
    Pages 99-114

  9. The Computer as a Catalyst in the Mathematics Classroom?

    • Candia Morgan
    Pages 115-131

  10. Spoken Mathematical Classroom Culture: Artifice and Artificiality

    • David Pimm
    Pages 133-147

  11. Patterns of Interaction and the Culture of Mathematics Classrooms

    • Terry Wood
    Pages 149-168

  12. Language and “Subjectivity” in the Mathematics Classroom

    • Jeff Evans, Anna Tsatsaroni
    Pages 169-190

  13. Changing Focus in the Mathematics Classroom

    • Stephen Lerman
    Pages 191-213

  14. Back Matter

    Pages 215-215
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Keywords

About this book

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.

Editors and Affiliations

  • South Bank University, London, UK

    Stephen Lerman

Bibliographic Information

  • Book Title: Cultural Perspectives on the Mathematics Classroom

  • Editors: Stephen Lerman

  • Series Title: Mathematics Education Library

  • DOI: https://doi.org/10.1007/978-94-017-1199-9

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media Dordrecht 1994

  • Hardcover ISBN: 978-0-7923-2931-2Published: 30 June 1994

  • Softcover ISBN: 978-90-481-4424-2Published: 08 December 2010

  • eBook ISBN: 978-94-017-1199-9Published: 17 April 2013

  • Series ISSN: 0924-4921

  • Series E-ISSN: 2214-983X

  • Edition Number: 1

  • Number of Pages: VI, 215

  • Topics: Mathematics Education, Philosophy of Education

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