Overview
- Combines the issues of pedagogic rights with studies of teacher-student or student-student interaction in the mathematics classroom
- Brings together highly recognized international scholars in the field of mathematics education
- Provides an empirical grounding of socio-political research on mathematics education
- Extends the frame in which mathematical classroom cultures are conceived
Part of the book series: Advances in Mathematics Education (AME)
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Table of contents (16 chapters)
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Front Matter
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Enhancement: Facilitating Possible Futures
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Front Matter
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Inclusion and Exclusion in Social Practices
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Front Matter
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Participation in Classroom Culture and Beyond
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Front Matter
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Commentary
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Front Matter
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Keywords
About this book
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.
Reviews
Editors and Affiliations
About the editors
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.
Bibliographic Information
Book Title: Inside the Mathematics Class
Book Subtitle: Sociological Perspectives on Participation, Inclusion, and Enhancement
Editors: Uwe Gellert, Christine Knipping, Hauke Straehler-Pohl
Series Title: Advances in Mathematics Education
DOI: https://doi.org/10.1007/978-3-319-79045-9
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG, part of Springer Nature 2018
Hardcover ISBN: 978-3-319-79044-2Published: 08 October 2018
Softcover ISBN: 978-3-030-07712-9Published: 19 January 2019
eBook ISBN: 978-3-319-79045-9Published: 26 September 2018
Series ISSN: 1869-4918
Series E-ISSN: 1869-4926
Edition Number: 1
Number of Pages: X, 341
Number of Illustrations: 38 b/w illustrations
Topics: Mathematics Education, Learning & Instruction, Study and Learning Skills, Teaching and Teacher Education