Perspectives on Practice and Meaning in Mathematics and Science Classrooms

  • David Clarke

Part of the Mathematics Education Library book series (MELI, volume 25)

Table of contents

  1. Front Matter
    Pages i-xi
  2. David Clarke
    Pages 13-32
  3. Derek Holton, Gill Thomas
    Pages 75-104
  4. Sue Helme, David Clarke
    Pages 131-153
  5. Carol P. Lewis-Shaw
    Pages 155-196
  6. Robert A. Reeve, Fiona J. Reynolds
    Pages 231-253
  7. David Clarke
    Pages 291-320
  8. Back Matter
    Pages 321-357

About this book

Introduction

A team of researchers centred at the University of Melbourne, each with particular areas of expertise, contributed their analyses of a shared collection of videotape, interview, and documentary data. The result is a variegated picture of science and mathematics classrooms that challenges a research tradition that converges on the truth. In this book, we surround you with different images of the classroom. It is hoped that some will address issues of interest, some will confirm beliefs you have long held, some will challenge these same beliefs, and some may surprise you.

The resulting account should appeal to educational researchers, research students, and practitioners with an interest in optimising the effectiveness of classrooms as environments for learning.

Keywords

Counting education learning mathematics teaching

Editors and affiliations

  • David Clarke
    • 1
  1. 1.University of MelbourneAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/0-306-47228-7
  • Copyright Information Kluwer Academic Publishers 2001
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-7923-6938-7
  • Online ISBN 978-0-306-47228-2
  • About this book