Recignising commonalities and reconciling differences in mathematics education

Educational Studies in Mathematics

Volumn 50, Issue 2, 2002, Pages 157-175

  Burton, Leone ^a,b  

^a KING'S COLLEGE LONDON   (United Kingdom)

^b NONE   (United Kingdom)

Author keywords

Classroom practices; Learning as social; Mathematicians as learners

Indexed keywords

EID: 27944478119     PISSN: 00131954     EISSN: 15730816     Source Type: Journal    
DOI: 10.1023/A:1021158009837     Document Type: Article

References (18)

1. Burton, L.: 1995, 'Moving towards a feminist epistemology of mathematics', Educational Studies in Mathematics 28, 275-291.
2. Burton, L.: 1999a, 'The practices of mathematicians: What do they tell us about coming to know mathematics?' Educational Studies in Mathematics 37, 121-143.
3. Burton, L.: 1999b, 'Why is intuition so important to mathematicians but missing from mathematics education?' For the Learning of Mathematics 19.3, pp. 27-32.
4. Burton, L.: 2001, 'Research mathematicians as learners - and what mathematics education can learn from them', British Educational Research Journal, 27.5, 589-599.
5. Ernest, P.: 1998, 'The culture of the mathematics classroom and the relations between personal and public knowledge: an epistemological perspective', in F. Seeger, J. Voigt and U. Waschesco (eds.), The Culture of the Mathematics Classroom, Cambridge University Press, Cambridge, pp. 245-268.
6. Fischbein, E.: 1987, Intuition in Science and Mathematics: An Educational Approach, D. Reidel, Dordrecht.
7. Gale, T. and Densmore, K.: 2000, Just Schooling: Explorations in the Cultural Politics of Teaching, Open University Press, Buckingham, UK.
8. Hersh, R.: 1998, What is Mathematics, Really? Vintage Books, London.
9. Holland, D., Lachicotte Jr, W., Skinner, D. and Cain, C.: 1998, Identity and Agency in Cultural Worlds, Harvard University Press, Cambridge, MA.
10. Lave, J. and Wenger, E.: 1991, Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge.
11. Lerman, S.: 1999, 'Culturally situated knowledge and the problem of transfer in the learning of mathematics' in L. Burton (ed.), Learning Mathematics: From Hierarchies to Networks, Falmer Press, London, pp. 93-107.
12. Luelmo, M.J., Jimenez, M.A. and Velazquez, F.: 1994, 'Chapter 10: Spain' in L. Burton (ed.), Who Counts? Assessing Mathematics in Europe, Trentham Books, Stoke-on-Trent, UK, pp. 221-240.
13. Marton, F. and Booth, S.: 1997, Learning and Awareness, Lawrence Erlbaum Associates, Publishers, Mahwah, NJ.
14. Mason, J., Burton, L. and Stacey, K.: 1982, Thinking Mathematically, Addison-Wesley, Harlow Essex.
15. Paechter, C.: 2000, Changing School Subjects: Power, Gender and Curriculum, Open University Press, Buckingham UK.
16. Stevens, R.: 2000, 'Who counts what as math? Emergent and assigned mathematics problems in a project-based classroom', in J. Boaler (ed.), Multiple Perspectives on Mathematics Teaching and Learning, Ablex Publishing, Westport, CT, pp. 105-144.
17. Wenger, E.: 1998, Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press, Cambridge.
18. Wilder, R.L.: 1984, 'The role of intuition', in D.M. Campbell and J.C. Higgins (eds.), Mathematics: People, Problems, Results, Vol II, Wadsworth International, Belmont, CA, pp. 37-45.