Sociocultural perspectives in mathematics teaching and learning

Wee Tiong Seah; Bill Atweh; Philip C. Clarkson; Nerida Ellerton

Sociocultural perspectives in mathematics teaching and learning

于Research in Mathematics Education in Australasia 2004 - 2007

著者：

Wee Tiong Seah

Wee Tiong Seah Monash University Australia

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Bill Atweh

Bill Atweh Curtin University of Technology Australia

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Philip C. Clarkson

Philip C. Clarkson Australian Catholic University Australia

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Nerida Ellerton

Nerida Ellerton Illinois State University USA

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类型:: 章节

Page Range:: 223–253

DOI:: https://doi.org/10.1163/9789087905019_012

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In this chapter, Australasian mathematics education research conducted over the period 2004 to 2007 and adopting the sociocultural perspective is reviewed and critiqued. Two main approaches within this perspective have been noted. The first approach acknowledges the variety of socioeconomic factors that mediate mathematics teaching and learning. These may be usefully grouped into three major threads, namely student background factors, language and discourse, and attitudes, beliefs and values. The second approach in mathematics education research incorporates the sociocultural perspective into its theoretical conceptions and methodologies, and is associated with poststructuralist, feminist, or community of practice stances. Critiques of research that has been conducted are discussed within the various sociocultural perspectives, as well as more globally.

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Research in Mathematics Education in Australasia 2004 - 2007

丛编： New Directions in Mathematics and Science Education, 卷： 12

ISBN:: 9789087905019

出版社:: Brill

印刷出版日期:: 01 Jan 2008

Subjects
- Education
  - Mathematics Education

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Sociocultural perspectives in mathematics teaching and learning

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Research in Mathematics Education in Australasia 2004 - 2007

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