Assisting teachers and students to reform the mathematics classroom
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
This study examines the usefulness of selected aspects of Tharp and Gallimore's (1988) theory of assistance as a theoretical framework for describing and analyzing change efforts in a middle school mathematics reform project. Drawing upon Tharp and Gallimore's redefinition of teaching as assisting performance and learning as the result of assisted performance, the social organization of a school-based mathematics reform effort in which teacher educators, mathematics teachers, and students both assist and are assisted is analyzed. In addition, one particular classroom assistance activity is presented and analyzed in terms of characteristics of assistance that, according to the theory, should lead to significant learning.
- Andrews, T. E. and Barnes, S.: 1990, ‘Assessment of teaching’, in W. R. Houston (ed.), Handbook of Research on Teacher Education, Macmillan, New York, pp. 569–598.
- Bauersfeld, H.: 1995, ‘“Language games” in the mathematics classroom: Their function and their effects‘, in P. Cobb and H. Bauersfeld (eds.), The Emergence of Mathematical Meaning: Interaction in Classroom Cultures, Lawrence Erlbaum Associates, Hillsdale, NJ, pp. 271–291.
- Bishop, A. J.: 1988, Mathematical Enculturation: A Cultural Perspective on Mathematics Education, Kluwer Academic Publishers, Boston.
- Brown, C. A., Stein, M. K., and Forman, E. A.: 1993, April, Discourse Development: Chains of Assistance. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
- Cobb, P. and Bauersfeld, H. (eds.): 1995, The Emergence of Mathematical Meaning: Interaction in Classroom Cultures, Lawrence Erlbaum Associates, Hillsdale, NJ.
- Department of Education and Science: 1978, GSCE: The National Criteria for Mathematics, Her Majesty's Stationery Office, London.
- Dossey, J. A., Mullis, I. V. S., Lindquist, M. M., and Chambers, D. L.: 1988, The Mathematics Report Card: Are we Measuring up? Educational Testing Service, Princeton, NJ.
- Eisenhart, M. A.: 1988, ‘The ethnographic research tradition and mathematics education research’, Journal for Research in Mathematics Education 19 (2), 99–114.
- Epstein, J. L. and MacIver, D. J.: 1989, Education in the Middle Grades: Overview of a National Survey on Practices and Trends, Center for Research on Elementary and Middle Schools, Johns Hopkins University, Baltimore, MD.
- Forman, E. A.: in press, ‘Learning mathematics as participation in classroom practice: Implications of sociocultural theory for educational reform’. To appear in L. P. Steffe, P. Nesher, P. Cobb, G. A. Goldin, and B. Greer (eds.), Theories of Mathematical Learning, Lawrence Erlbaum, Hillsdale, NJ.
- Forman, E. A.: 1992, ‘Discourse, intersubjectivity and the development of peer collaboration: A Vygotskian approach’, in L. T. Winegar and J., Valsiner (eds.), Children's Development within Social Contexts: Metatheoretical, Theoretical, and Methodological Issues, Vol. 1, Lawrence Erlbaum Associates, Hillsdale, NJ, pp. 143–159.
- Forman, E. A.: 1989, ‘The role of peer interaction in the social construction of mathematical knowledge’, International Journal of Educational Research 13, 55–70.
- Forman, E. A., Minick, N., and Stone, C. A. (eds.): 1993, Contexts for Learning: Sociocultural Dynamics in Children's Development, Oxford University Press, New York.
- Hamann, J. H.: 1992, April, Contexts and Processes for Effective School Change: Case Study of an External Change Agent. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
- Hoyles, C. and Forman, E. A. (eds): 1995. ‘Processes and products of collaborative problem solving: Some interdisciplinary perspectives’, [Special issue] Cognition and Instruction 13 (4).
- Hughes, M.: 1990, ‘Children's computation’, in R. Grieve and M. Hughes (eds.), Understanding Children, Blackwell, Cambridge, MA, pp: 121–139.
- Lane, S.: 1993, ‘The conceptual framework for the development of a mathematics performance assessment instrument’, Educational Measurement: Issues and Practice, 16–23.
- Lave, J. and Wenger, E.: 1991, Situated Learning. Legitimate Peripheral Participation, Cambridge University Press, Cambridge.
- Lerman, S. (ed): 1994, Cultural Perspectives on the Mathematics Classroom, Kluwer, Dordrecht, The Netherlands.
- Minick, N. J.: 1985, L. S. Vygotsky and Soviet Activity Theory: New Perspectives on the Relationship Between Mind and Society, Unpublished doctoral dissertation, Northwestern University.
- Moll, L. C. (ed.): 1990, Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology, Cambridge University Press, New York.
- Moll, L. C. and Greenberg, J. B.: 1990, ‘Creating zones of possibilities: Combining social contexts for instruction’, in L. C. Moll (ed.), Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology, New York, Cambridge University Press, pp. 319–348.
- National Council of Teachers of Mathematics: 1991, Professional Standards for Teaching Mathematics, The Council, Reston, VA.
- National Council of Teachers of Mathematics: 1989, Curriculum and Evaluation Standards for School Mathematics, The Council, Reston, VA.
- National Committee of Inquiry into the Teaching of Mathematics in Schools: 1982, Mathematics Counts (The Cockcroft Report), Her Majesty's Stationery Office, London.
- National Research Council: 1989, Everybody Counts, National Academy of Sciences, Washington, DC.
- Newman, D., Griffin, P., and Cole, M.: 1989, The Construction Zone: Working for Cognitive Change in School, Cambridge University Press, New York.
- Oakes, J.: 1985, Keeping Track: How Schools Structure Inequality, Yale University Press, New Haven, CT.
- Peterson, P. and Fennema, E.: 1985, ‘Effective teaching, student engagement in classroom activities, and sex-related differences in learning mathematics’, American Educational Research Journal 22 (3), 309–335.
- Rogoff, B.: 1990, Apprenticeship in Thinking: Cognitive Development in Social Context, Oxford University Press, New York.
- Romberg, T. A. and Carpenter, T. P.: 1986, ‘Research on teaching and learning mathematics: Two disciplines of scientific inquiry’, in M. C. Wittrock (ed.), Handbook of Research on Teaching (3rd Edition), Macmillan Publishing Co., New York, pp. 850–873.
- Silver, E. A. and Lane, S.: 1993, ‘Assessment in the context of mathematics instruction reform: The design of assessment in the QUASAR project’, in M. Niss (ed.), Assessment in mathematics education and its effects, Kluwer, London, pp. 59–70.
- Silver, E. A. and Stein, M. K.: in press, ‘The QUASAR project: The “Revolution of the Possible” in mathematics instructional reform in urban middle schools’, Urban Education.
- Steffe, L. P., Nesher, P., Cobb, P., Goldin, G. A., and Greer, B. (eds.): in press, Theories of mathematical learning, Lawrence Erlbaum, Hillsdale, NJ.
- Stein, M. K. and Brown, C. A.: in press, ‘Teacher learning in a social context: Social interaction as a source of significant teacher change in mathematics’, in E. Fenemma and B. Nelson (eds.), Mathematics Teachers in Transition.
- Stein, M. K., Grover, B. W., and Silver, E. A.: 1991, ‘Changing instructional practice: A conceptual framework for capturing the details’, in R. G. Underhill (ed.), Proceedings of the Thirteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. I, October 16–19, 1991, Blacksburg, Virginia, pp. 36–42.
- Stein, M. K., Silver, E. A., and Smith, M. S.: in press, ‘Mathematics reform and teacher development: A community of practice perspective’, in J. Greeno and S. Goldman (eds.), Thinking Practices, Lawrence Erlbaum Associates, Hillsdale, NJ.
- Stodolsky, S.: 1988, The Subject Matters: Classroom Activity in Mathematics and Social Studies, University of Chicago Press, Chicago.
- Tharp, R. and Gallimore, R.: 1988, Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context, Cambridge University Press, Cambridge.
- van Oers, B.: in press, ‘Learning mathematics as a meaningful activity’, to appear in L. P. Steffe, P. Nesher, P. Cobb, G. A. Goldin, and B. Greer (eds.), Theories of Mathematical Learning, Lawrence Erlbaum, Hillsdale, NJ.
- Vygotsky, L. S.: 1978, Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge, MA.
- Wertsch, J. V. (ed.): 1985, Culture, Communication, and Cognition: Vygotskian Perspectives, Cambridge University Press, New York.
- Assisting teachers and students to reform the mathematics classroom
Educational Studies in Mathematics
Volume 31, Issue 1-2 , pp 63-93
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers
- Additional Links
- Industry Sectors