Teacher discourse and the construction of school mathematics

For the Learning of Mathematics

Volumn 32, Issue 1, 2012, Pages 25-27

  Horn, Ilana Seidel ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84868119123     PISSN: 02280671     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Short Survey

References (6)

1. Herbst, P. (2002) Establishing a custom of proving in American school geometry: evolution of the two-column proof in the early twentieth century. Educational Studies in Mathematics 49(3), 283-312.
2. Horn, I.S. (2007) Fast kids, slow kids, lazy kids: framing the mismatch problem in mathematics teachers' conversations. Journal of the Learning Sciences 16(1), 37-79.
3. Horn, I.S. (2008) Turnaround students in high school mathematics: constructing identities of competence through mathematical worlds. Mathematical Thinking and Learning 10(3), 201-239.
4. Ladson-Billings, G. (1995) Making mathematics meaningful in multicultural contexts. In Secada, W.G., Fennema, E., & Adajian, L. B. (Eds.) New Directions for Equity in Mathematics Education, pp. 126-145. Cambridge, UK: Cambridge University Press.
5. Lemke, J.L. (2000) Across the scales of time: artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity 7(4), 273-290.
6. Powell, A.G., Farrar, E. & Cohen, D. K. (1985) The Shopping Mall High School: Winners and Losers in the Educational Marketplace. Boston, MA: Houghton Mifflin Company.