Talking Mathematics in School investigates the relationship between students' discussions about mathematics in K-12 classrooms and their mathematical understanding. Beginning with a linguistic and sociolinguistic review of what is known about connections between thought, language, and learning, Lampert and Blunk consider what this research suggests for the teaching and learning of mathematical ideas and discourse. A collection of studies from various disciplinary perspectives--set in elementary and secondary classrooms, a computer-supported tutorial, and a workplace interaction--examines the nature of mathematical talk and the roles of students, teachers, tasks, and environment in producing it.
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The teaching and learning of mathematics in K-12 classrooms is changing. New curricula and methods engage learners in working on real problems. An essential feature of this work involves teacher and students in "talking mathematics". How can students learn to do this kind of talking? What can they learn from doing it? This book addresses these questions by looking at the processes of formulating problems, interpreting contexts in which problems arise, and arguing about the reasonableness of proposed solutions. The studies in this volume seek to retain the complexity of classroom practice rather than looking at it through a particular academic lens.
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Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover | Surprise Me!
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Implicit in the current consensus documents about mathematics education reform is an idea concerning the connection between communication about mathematics and actual mathematics learning. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
egg carton problem, disciplined perception, empty number line, tutoring experiment, mathematical talk, mathematics frame, bus scenario, mathematics discourse, peer frame, grid view, small group rules, proposed roadway, one point zero, numeral patterns, mathematics education community, politeness theory, mathematical literacies, blank view, oppositional argument, mathematical discourse, lesson transcripts, existing elevation, talking mathematics, mathematical conversations, mathematical frame Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Cambridge University Press, National Council of Teachers of Mathematics, Donna Ruth, Harvard University Press, American Educational Research, Magdalene Lampert, University of California, National Science Foundation, United States, National Research Council, Oxford University Press, Spencer Foundation, The Netherlands, Academic Press, East Lansing, Educational Psychologist, Kegan Paul, References Brown, The Falmer Press, Thom Dye, University of Chicago Press New!
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Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover | Surprise Me!
Implicit in the current consensus documents about mathematics education reform is an idea concerning the connection between communication about mathematics and actual mathematics learning. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
egg carton problem, disciplined perception, empty number line, tutoring experiment, mathematical talk, mathematics frame, bus scenario, mathematics discourse, peer frame, grid view, small group rules, proposed roadway, one point zero, numeral patterns, mathematics education community, politeness theory, mathematical literacies, blank view, oppositional argument, mathematical discourse, lesson transcripts, existing elevation, talking mathematics, mathematical conversations, mathematical frame Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Cambridge University Press, National Council of Teachers of Mathematics, Donna Ruth, Harvard University Press, American Educational Research, Magdalene Lampert, University of California, National Science Foundation, United States, National Research Council, Oxford University Press, Spencer Foundation, The Netherlands, Academic Press, East Lansing, Educational Psychologist, Kegan Paul, References Brown, The Falmer Press, Thom Dye, University of Chicago Press New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover | Surprise Me!
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This book cites 12
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- Street Mathematics and School Mathematics (Learning in Doing: Social, Cognitive and Computational Perspectives) by Terezinha Nunes in Front Matter
- The Computer as Medium (Learning in Doing: Social, Cognitive and Computational Perspectives) by Peter Bxgh Andersen in Front Matter
- Sociocultural Psychology: Theory and Practice of Doing and Knowing (Learning in Doing: Social, Cognitive and Computational Perspectives) by Laura Martin in Front Matter
- Situated Cognition: On Human Knowledge and Computer Representations (Learning in Doing: Social, Cognitive and Computational Perspectives) by William J. Clancey in Front Matter
- Understanding Practice: Perspectives on Activity and Context (Learning in Doing: Social, Cognitive and Computational Perspectives) by Seth Chaiklin in Front Matter
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- Subject-Specific Instructional Methods and Activities (Advances in Research on Teaching) (Advances in Research on Teaching) (Research in Biopolitics) by Jere Brophy on page 142, and page 143
- Adult Learning and Technology in Working-Class Life (Learning in Doing: Social, Cognitive and Computational Perspectives) by Peter Sawchuk in Back Matter
- Vygotsky's Educational Theory in Cultural Context (Learning in Doing: Social, Cognitive and Computational Perspectives) by Alex Kozulin in Index
- Beyond Communities of Practice: Language Power and Social Context (Learning in Doing: Social, Cognitive and Computational Perspectives) by David Barton in Back Matter
- Building Virtual Communities: Learning and Change in Cyberspace (Learning in Doing: Social, Cognitive and Computational Perspectives) by K. Ann Renninger in Back Matter
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