The Culture of the Mathematics Classroom Falk Seeger Jörg Voigt Ute Waschescio Books
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The culture of the mathematics classroom is becoming an increasingly salient topic of discussion in mathematics education. Studying and changing what happens in the classroom allows researchers and educators to recognize the social character of mathematical pedagogy and the relationship between the classroom and culture at large. This volume is divided into three sections, reporting findings gained in both research and practice. The first part presents several attempts to change classroom culture by focusing on the education of mathematics teachers and on teacher-researcher collaboration. The second section shifts to the interactive processes of the mathematics classroom and to the communal nature of learning. The third section discusses the means of constructing, filtering, and establishing mathematical knowledge that are characteristic of classroom culture. This internationally relevant volume will be of particular interest to educators and educational researchers.
The Culture of the Mathematics Classroom Falk Seeger Jörg Voigt Ute Waschescio Books
The Falk Seegar, Jorg Voigt, and Ute Waschecio collaboration on their edited works of Paul Cobb, Erna Yackel, Paul Ernest, and many more authors among themselves creates an enlightening read for educators, psychologists, and sociologists. The Culture of the Mathematics Classroom exemplifies the social-cultural aspects of mathematics education as depicted in traditional and non-traditional methods through theoretical perspectives, mainly constructivist. Educators, K-12 and higher, wanting to advance their instructional practices will find various beginning points to initiate their travel of learning.The book consists of four parts. The first section is very global from a researcher's view. The initial section focuses on changing the classroom culture through teacher education or teacher-researchers' collaboration. The writings are contextual specific and may provide challenges to scalability, but provide a critical examination of collective teacher-student dialogues of learning mathematics, motivational factors from within concealed curriculum, and the development and reshaping of culture through reflective practices of beliefs and attitudes by teachers and students.
As the sections progress, the individual components have a more narrow focus and connection for classroom teachers. A classroom teacher with some degree of socio-cultural academic knowledge should begin by reading the last section by Henirick Bauersfeld. His message of cultural obscurity due to neglected factors such as unity, human interaction, language, and reflection of the teacher's role and the university professor's role will exemplify the academic vocabulary necessary to read the other sections. Then, classroom teachers may shift their reading to the second part, "Classroom processes". The analyses will begin or extend existing reflections on the classroom culture, consisting of processes of teacher-student interaction and communication. A realistic view of the classroom teacher's negotiations among classroom practices becomes evident in the four informative sections of reasoning processes, evaluation of students' contributions, meaning, and social and cultural facets of mathematics education. A question to the reader: what should come first, structural-technical changes to school systems or socio-cultural changes to schools and their systems?
"Epistemology and classroom culture" is the third section of the book. From the disconnects of mathematics classroom practices and university research, challenges with transferring mathematical knowledge due which can be caused by positioning of social differences, mathematics as a privileged position through a gateway for success, cultural perspectives on discourses, and the multiple representations are all connected but distinct issues. Classroom teachers seeking action research topics may begin their searching and reflecting within this section for grounding and formulation of an investigation.
The read ignites self-debate on the affordances or constraints of teacher instructional choices and their classrooms as well as external cultural influences, such as from the community, schools, and universities. The strengths of the readings push educators to identify the culture of their mathematics classrooms from that of the school and community. Each section of this book could be best described as an irreducible factor of a great polynomial; each factor is important, but no factor is more important or necessarily has a greater degree than another factor.
The Culture of the Mathematics Classroom
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The Culture of the Mathematics Classroom Falk Seeger Jörg Voigt Ute Waschescio Books Reviews
The Falk Seegar, Jorg Voigt, and Ute Waschecio collaboration on their edited works of Paul Cobb, Erna Yackel, Paul Ernest, and many more authors among themselves creates an enlightening read for educators, psychologists, and sociologists. The Culture of the Mathematics Classroom exemplifies the social-cultural aspects of mathematics education as depicted in traditional and non-traditional methods through theoretical perspectives, mainly constructivist. Educators, K-12 and higher, wanting to advance their instructional practices will find various beginning points to initiate their travel of learning.
The book consists of four parts. The first section is very global from a researcher's view. The initial section focuses on changing the classroom culture through teacher education or teacher-researchers' collaboration. The writings are contextual specific and may provide challenges to scalability, but provide a critical examination of collective teacher-student dialogues of learning mathematics, motivational factors from within concealed curriculum, and the development and reshaping of culture through reflective practices of beliefs and attitudes by teachers and students.
As the sections progress, the individual components have a more narrow focus and connection for classroom teachers. A classroom teacher with some degree of socio-cultural academic knowledge should begin by reading the last section by Henirick Bauersfeld. His message of cultural obscurity due to neglected factors such as unity, human interaction, language, and reflection of the teacher's role and the university professor's role will exemplify the academic vocabulary necessary to read the other sections. Then, classroom teachers may shift their reading to the second part, "Classroom processes". The analyses will begin or extend existing reflections on the classroom culture, consisting of processes of teacher-student interaction and communication. A realistic view of the classroom teacher's negotiations among classroom practices becomes evident in the four informative sections of reasoning processes, evaluation of students' contributions, meaning, and social and cultural facets of mathematics education. A question to the reader what should come first, structural-technical changes to school systems or socio-cultural changes to schools and their systems?
"Epistemology and classroom culture" is the third section of the book. From the disconnects of mathematics classroom practices and university research, challenges with transferring mathematical knowledge due which can be caused by positioning of social differences, mathematics as a privileged position through a gateway for success, cultural perspectives on discourses, and the multiple representations are all connected but distinct issues. Classroom teachers seeking action research topics may begin their searching and reflecting within this section for grounding and formulation of an investigation.
The read ignites self-debate on the affordances or constraints of teacher instructional choices and their classrooms as well as external cultural influences, such as from the community, schools, and universities. The strengths of the readings push educators to identify the culture of their mathematics classrooms from that of the school and community. Each section of this book could be best described as an irreducible factor of a great polynomial; each factor is important, but no factor is more important or necessarily has a greater degree than another factor.
The Culture of the Mathematics Classroom
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