Learning Mathematics brings together a collection of interrelated and forward-looking chapters by internationally recognized experts that explores changes in the theories and practices of learning (and teaching) mathematics.
The authors reject a traditional, transmission view of the teaching of mathematics which has proved so ineffective for learning. In its place they offer information gathered from research and from practice about effects on the learners seeking to create and negotiate meaning. Learners are presented as actively attempting to make sense of the mathematics they encounter, and learners, teachers and researchers are offered examples of ho such sense-making activities, incorporated into mathematics classrooms, impact on coming to know.
The book celebrates both diversity, in the range of different perspectives, contributions and topics, and unity, in the linking chapters and themes, It will be fascinating reading for those mathematics educators who are eager to engage with a socio-cultural perspective in order to better understand the complexity of learning mathematics.
'… a treasure chest of big ideas - not just for tomorrow's lesson, but for a lifetime of them.' - The Times Educational Supplement
Section One: chapters by Jere Confrey, Leone Burton, Merrilyn Goos, Peter Galbraith and peter Renshaw, Mats Martinsson and Ference MArton, Walter Secada. Section Two: chapters by Stephen Lerman, Kathryn Crawford, Sal Restivo, JAnet Kaahwa and Suzanne Damarin. Section 3: chapters by Barbara Jaworski, Terry Wood and Tammy Turner-Vorbeck, John Mason, Thomas Kieren, Susan Pirie and Lynn Gordon Calvert, Hilary Povey and Leone Burton with Corinne Angier and Mark Boylan, Christine Keitel.