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Cultural Perspectives on the Mathematics Classroom

  • Stephen Lerman

Part of the Mathematics Education Library book series (MELI, volume 14)

Table of contents

  1. Front Matter
    Pages i-v
  2. Stephen Lerman
    Pages 1-5
  3. Richard Noss
    Pages 37-49
  4. John Volmink
    Pages 51-67
  5. Leone Burton
    Pages 69-83
  6. Linda Gattuso
    Pages 99-114
  7. Jeff Evans, Anna Tsatsaroni
    Pages 169-190
  8. Stephen Lerman
    Pages 191-213
  9. Back Matter
    Pages 215-215

About this book

Introduction

Mathematics teaching and learning have been dominated by a concern for the intellectual readiness of the child, debates over rote learning versus understanding and, recently, mathematical processes and thinking. The gaze into today's mathematics classroom is firmly focused on the individual learner. Recently, however, studies of mathematics in social practices, including the market place and the home, have initiated a shift of focus. Culture has become identified as a key to understanding the basis on which the learner appropriates meaning. The chapters in this timely book attempt to engage with this shift of focus and offer original contributions to the debate about mathematics teaching and learning. They adopt theoretical perspectives while drawing on the classroom as both the source of investigation and the site of potential change and development. The book will be of fundamental interest to lecturers and researchers and to teachers concerned with the classroom as a cultural phenomenon.

Keywords

Mathematica anthropology mathematics

Editors and affiliations

  • Stephen Lerman
    • 1
  1. 1.South Bank UniversityLondonUK

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-017-1199-9
  • Copyright Information Springer Science+Business Media B.V. 1994
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-90-481-4424-2
  • Online ISBN 978-94-017-1199-9
  • Buy this book on publisher's site