Establishing a community of practice in a secondary mathematics classroom

Mathematics Education: Exploring the Culture of Learning

Volumn , Issue , 2003, Pages 91-115

  Goos, Merrilyn ^a   Galbraith, Peter ^a   Renshaw, Peter ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33645132357     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203465394     Document Type: Chapter

References (34)

1. Alibert, D. (1988). Towards new customs in the classroom. For the Learning of Mathematics, 8, 2, pp. 31-35.
2. Australian Education Council. (1991). A National Statement on Mathematics for Australian Schools, Australian Education Council and Curriculum Corporation, Carlton, Victoria.
3. Berger, M. (1996). The graphic calculator as a tool in the ZPD. Short presentation delivered at The 8th International Congress on Mathematical Education, Seville, 14-21 July 1996, (Poster 322).
4. Booth, S., Wistedt, W., Hallden, O., Martinsson, M. and Marton, F. (1999). Paths of Learning - the Joint Constitution of Insights. In L. Burton (ed.) Learning Mathematics: From Hierarchies to Networks, Falmer Press, London.
5. Borasi, R. (1992). Learning Mathematics Through Inquiry, Heinemann, Portsmouth.
6. Brown, A. (1994). The advancement of learning. Educational Researcher, 23, 8, pp. 4-12.
7. Brown, A. and Campione, J. C. (1995). Guided discovery in a community of learners. In K. McGilly (ed.) Classroom Lessons: Integrating Cognitive Theory and Classroom Practice, Massachusetts Institute of Technology Press, Cambridge, MA.
8. Brown, R. A. J. (1994). Collective mathematical thinking in the primary classroom: A conceptual and empirical analysis within a socio-cultural framework. B.Ed. Thesis, The University of Queensland, Australia.
9. Brown, R. A.J. and Renshaw, P. (1995). Developing collective mathematical thinking within the primary classroom. In B. Atweh and S. Flavel (eds) Proceedings of the 18th Annual Conference of the Mathematics Education Research Group of Australasia, Mathematics Education Research Group of Australasia, Darwin, Australia.
10. Burton, L. (1999). The Implications of a Narrative Approach to the Learning of Mathematics. In L. Burton (ed.) Learning Mathematics: From Hierarchies to Networks, Falmer Press, London.
11. Cobb, P. (1986). Contexts, goals, beliefs and learning mathematics. For the Learning of Mathematics, 6, 2, pp. 2-9.
12. Cobb, P. and Bauersfeld, H. (1995). Introduction: The coordination of psychological and sociological perspectives in mathematics education. In P. Cobb and H. Bauersfeld (eds) The Emergence of Mathematical Meaning: Interaction in Classroom Cultures, Lawrence Erlbaum, Hillsdale, NJ.
13. Crook, C. (1991). Computers in the zone of proximal development: Implications for evaluation. Computers and Education, 17, pp. 81-91.
14. Elbers, E., Derks, A. and Streefland, L. (1995). Learning in a community of inquiry: Teacher's strategies and children's participation in the construction of mathematical knowledge. Paper presented at The 6th European Conference for Learning and Instruction, Nijmegen, The Netherlands, August.
15. Fennema, E. and Loef-Franke, M. (1992). Teachers' knowledge and its impact. In D. Grouws (ed.) Handbook of Research on Mathematics Teaching and Learning, Macmillan, New York.
16. Goos, M., Galbraith, P. and Renshaw, P. (1994). Collaboration, dialogue and metacognition: The mathematics classroom as a 'community of practice'. In G. Bell, R. Wright, N. Leeson and J. Geake (eds) Proceedings of the 17th Annual Conference of the Mathematics Education Research Group of Australasia, Mathematics Education Research Group of Australasia, Lismore, Australia.
17. Goos, M., Galbraith, P. and Renshaw, P. (1996). When does student talk become collaborative mathematical discussion? In P. Clarkson (ed.) Proceedings of the 19th Annual Conference of the Mathematics Education Research Group of Australasia, Mathematics Education Research Group of Australasia, Melbourne, Australia.
18. Howson, A. G. (1975). University courses for future teachers. Educational Studies in Mathematics, 6, pp. 273-292.
19. Kemp, M., Kissane, B. and Bradley, J. (1996). Graphics calculator use in examinations: Accident or design?' Australia Senior Mathematics Journal, 10, 1, pp. 36-50.
20. Lampert, M. (1990). Connecting inventions with conventions. In L. P. Steffe and T. Wood (eds) Transforming Children's Mathematics Education: International Perspectives, Lawrence Erlbaum, Hillsdale, NJ.
21. Lave, J. and Wenger, E. (1991). Situated Learning:Legitimate Peripheral Participation, Cambridge University Press.
22. Leder, G. (1990). Talking about mathematics. Australian Educational Researcher, 17, pp. 17-27.
23. Meade, P. and McMeniman, M. (1992). Stimulated recall - An effective methodology for examining successful teaching in science. Australian Educational Researcher, 19, 3, pp. 1-18.
24. Minick, N. (1987). The development of Vygotsky's thought: An introduction. In R. W. Rieber and A. S. Carton (eds) The Collected Works of L. S. Vygotsky, Volume 1: Problems of General Psychology, Plenum Press, New York.
25. National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and Evaluation Standards for School Mathematics, NCTM, Reston, VA.
26. National Council of Teachers of Mathematics (NCTM). (1991). Professional Standards for Teaching Mathematics, NCTM, Reston, VA.
27. Nickson, M. (1992). The culture of the mathematics classroom: An unknown quantity? In D.A. Grouws (ed.) Handbook of Research on Mathematics Teaching and Learning, Macmillan, New York.
28. Renshaw, P. (1996). A socio-cultural view of the mathematics education of young children. In H. Mansfield et al. (eds) Mathematics for Tomorrow's Young Children, Kluwer Academic, Dordrecht.
29. Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of well-taught mathematics courses. Educational Psychologist, 23, pp. 145-166.
30. Schoenfeld, A. H. (1989). Ideas in the air: Speculations on small group learning, environmental influences on cognition, and epistemology. International Journal of Educational Research, 13, pp. 71-87.
31. Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition and sense making in mathematics. In D. A. Grouws (ed.) Handbook of Research on Mathematics Teaching and Learning, Macmillan, New York.
32. Schoenfeld A. H. (1994). Reflections on doing and teaching mathematics. In A.H. Schoenfeld (ed.) Mathematical Thinking and Problem-Solving, Lawrence Erlbaum, Hillsdale, NJ.
33. Thompson, A. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. A. Grouws (ed.) Handbook of Research on Mathematics Teaching and Learning, Macmillan, New York.
34. Valsiner, J. and van der Veer, R. (1992). The encoding of distance: The concept of the 'zone of proximal development' and its interpretations. In R. R. Cocking and K. A. Renninger (eds) The Development and Meaning of Psychological Distance, Lawrence Erlbaum, Hillsdale, NJ.