Untangling teachers' diverse aspirations for student learning: A crossdisciplinary strategy for relating psychological theory to pedagogical practice

Journal for Research in Mathematics Education

Volumn 33, Issue 1, 2002, Pages 46-58

  Kirshner, David ^a  

^a LOUISIANA STATE UNIVERSITY   (United States)

Author keywords

Conceptual knowledge; Constructivism; Learning; Learning theories; Reform in mathematics education; Research issues; Teaching effectiveness; Teaching practice

Indexed keywords

EID: 0036001506     PISSN: 00218251     EISSN: None     Source Type: Journal    
DOI: 10.2307/749869     Document Type: Article

References (65)

1. Situated learning and education
2. Situative versus cognitive perspectives: Form versus substance
3. 'Math war' developments in the United States (California)
4. Psychological considerations in the learning and teaching of arithmetic
5. Cognitive and situated learning perspectives in theory and practice
6. The constructivist researcher as teacher and model builder
7. Learning to see children's mathematics: Crucial challenges in constructivist reform
8. A kinder, gentler Socrates: Conveying new images of mathematics dialogue
9. Cognition, construction of knowledge, and teaching
10. Understanding and procedural knowledge in mathematics instruction
11. On claims that answer the wrong question
12. Cognition and learning
13. Discovery courses are great in theory, but
14. Math's angry man: John Saxon's back-to-the-basics textbooks elicit both praise and scorn-and not much in between
15. Exercises, probes, puzzles: A crossdisciplinary typology of school mathematics problems
16. Obstacles to understanding cognition as situated
17. Calculus reform for the $millions
18. Between systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learning
19. Social and cultural dimensions of knowledge and classroom teaching
20. Linking theory and practice: Changing the pedagogy of teacher education
21. When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching
22. Intersubjectivity in mathematics learning: A challenge to the radical constmctivist paradigm
23. A case of interpretations of social: A response to Steffe and Thompson
24. Guest editorial
25. Building representations of children's meanings
26. International influences on the NCTM Standards: A case study of educational change
27. Can we trace the "efficacy of social constmctivism"?
28. Reflections on doing and teaching mathematics
29. On two metaphors for learning and the dangers of choosing just one
30. Teaching and assessing mathematical problem solving: Toward a research agenda
31. Reconstructing mathematics pedagogy from a constmctivist perspective
32. Relational mathematics and instrumental understading
33. The innovational movement: A rhetorical theory
34. Historical perspectives on problem solving in the mathematics curriculum
35. The constructivist teaching experiment: Illustrations and implications
36. Toward a working model of constructivist teaching: A reaction to Simon
37. Radical constructivism and mathematics education
38. Interaction or Intersubjectivity? A reply to Lerman
39. Response to chapters by Spiro et al. and Steier
40. Learning "how" versus learning "when": Improving transfer of problem-solving principles
41. Reflections on learning and teaching mathematics in elementary school
42. Sociomathematical norms, argumentation, and autonomy in mathematics