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Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms
Language can be simultaneously both a support and a hindrance to students’ learning of mathematics. When students have sufficient fluency in the mathematics register so that they can discuss their ideas, they become chiefs who are able to think mathematically. However, learning the mathematics register of an Indigenous language is not a simple exercise and involves many challenges not only for students, but also for their teachers and the wider community. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms identifies some of the challenges—political, mathematical, community based, and pedagogical— to the mathematics register, faced by an Indigenous school, in this case a Mäori immersion school. It also details the solutions created by the collaboration of teachers, researchers and community members.
Mathematics Education in the Early Years
This book presents chapters based on papers presented at the second POEM conference on early mathematics learning. These chapters broaden the discussion about mathematics education in early childhood, by exploring the debate about construction versus instruction. Specific sections investigate the teaching and learning of mathematical processes and mathematical content, early childhood teacher development, transitions for young children between home and preschool, between home and school and between preschool and school. The chapters use a range of innovative theoretical and methodological approaches which will form an interesting basis for future research in this area.
Researching the Socio-Political Dimensions of Mathematics Education
Mathematics education research as a discipline is situated at the confluence of an array of diffuse‚ seemingly incommensurable‚ and radically divergent discourses. Research claims that have grown out of mathematics education are wide-ranging and antagonistic rather than circumscribed by hidebound disciplinary frames. While there has never been a unified‚ totalising discipline of knowledge labelled ‘mathematics education research’‚ and while it has always been a contested terrain‚ it is fair to say that the master paradigm out of which this field has been generated has been that of cognitive psychology. Mainstream mathematics education knowledges refracting the master discourse ...
Sociopolitical Dimensions of Mathematics Education
This book documents and expands on the diverse social and political dimensions of mathematics education issues, concerns, perspectives, contexts, and approaches presented in Topic Study Group 34 of the 13th International Congress on Mathematical Education (ICME-13). The book also argues for and promotes the mainstreaming of the sociopolitical dimensions of mathematics education through an ongoing critique and inquiry into content, policies, practices and theories. Accordingly, the main theme throughout the book is captured and illuminated by bringing voices from the margin to the mainstream. In this respect it is both aspirational and a reality, as evidenced by the increasing references to the sociopolitical dimensions in other areas of mathematics education—for example, in several of the plenary presentations at the ICME-13. The authors have reflected on their ideas with a view to orienting and enhancing research in the sociopolitical dimensions of mathematics education that is grounded in current education systems within their specific sociocultural contexts.
The Proceedings of the 12th International Congress on Mathematical Education
This book comprises the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 3500 experts from 92 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. This work aims to serve as a platform for deeper, more sensitive and more collaborative involvement of all major contributors towards educational improvement and in research on the nature of teaching and learning in mathematics education. It introduces the major activities of ICME-12 which have successfull...
Third International Handbook of Mathematics Education
The four sections in this Third International Handbook are concerned with: (a) social, political and cultural dimensions in mathematics education; (b) mathematics education as a field of study; (c) technology in the mathematics curriculum; and (d) international perspectives on mathematics education. These themes are taken up by 84 internationally-recognized scholars, based in 26 different nations. Each of section is structured on the basis of past, present and future aspects. The first chapter in a section provides historical perspectives (“How did we get to where we are now?”); the middle chapters in a section analyze present-day key issues and themes (“Where are we now, and what recent events have been especially significant?”); and the final chapter in a section reflects on policy matters (“Where are we going, and what should we do?”). Readership: Teachers, mathematics educators, ed.policy makers, mathematicians, graduate students, undergraduate students. Large set of authoritative, international authors.
Proceedings of the 13th International Congress on Mathematical Education
This book is open access under a CC BY 4.0 license. The book presents the Proceedings of the 13th International Congress on Mathematical Education (ICME-13) and is based on the presentations given at the 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 brought together about 3.500 mathematics educators from 105 countries, additionally 250 teachers from German...
Mathematics Education in the Early Years
This book gives insight in the vivid research area of early mathematics learning. The collection of selected papers mirror the research topics presented at the third POEM conference. Thematically, the volume reflects the importance of this relatively new field of research. Structurally, the book tries to guide the reader through a variety of research aims and issues and is split into four parts. The first two parts concentrate on teacher professional development and child learning development; the third part pools research studies creating and evaluating designed learning situations; and the fourth part bridges focuses on parent-child-interaction.
Challenging Perspectives on Mathematics Classroom Communication
The editors and contributors of these ten articles focus on the idea that communication includes both what is happening and being said among participants in a classroom and also the politics, values and ideologies that serve as the foundation of the practice. They describe how communication thereby involves register, representation and contexts through media-human interfaces in the classroom and in interpreting mathematics as a text, how communication in mathematics teaching becomes social interaction in cooperative settings and classroom activities, and how communication translates into practice, community, identity and policy.
Inside the Mathematics Class
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 regu...
