Sociocultural perspectives in research on and with mathematics teachers: A zone theory approach

ZDM - International Journal on Mathematics Education

Volumn 45, Issue 4, 2013, Pages 521-533

  Goos, Merrilyn ^a  

^a UNIVERSITY OF QUEENSLAND   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84892845371     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-012-0477-z     Document Type: Article

References (24)

1. Adler, J., Ball, D., Krainer, K., Lin, F.-L., & Novotna, J. (2005). Reflections on an emerging field: Researching mathematics teacher education. Educational Studies in Mathematics, 60, 359-381.
2. Australian Education Council. (1991). A national statement on mathematics for Australian schools. Melbourne: Curriculum Council.
3. Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39-68.
4. Blömeke, S., Suhl, U., Kaiser, G., & Döhrmann, M. (2012). Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries. Teaching and Teacher Education, 28(1), 44-55.
5. Cooney, T. (2001). Considering the paradoxes, perils, and purposes of conceptualizing teacher development. In F. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 9-31). Dordrecht: Kluwer.
6. Diezmann, C., Watters, J., & English, L. (2001). Implementing mathematical investigations with young children. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.), Numeracy and beyond (Proceedings of the 24th annual conference of the Mathematics Education Research Group of Australasia (pp. 170-177). Sydney: MERGA.
7. Döhrmann, M., Kaiser, G., & Blömeke, S. (2012). The conceptualisation of mathematics competencies in the international teacher education study TEDS-M. ZDM-The International Journal on Mathematics Education, 44(3), 325-340.
8. Felbrich, A., Kaiser, G., & Schmotz, C. (2012). The cultural dimension of beliefs: An investigation of future primary teachers' epistemological beliefs concerning the nature of mathematics in 15 countries. ZDM-The International Journal on Mathematics Education, 44(3), 355-366.
9. Goos, M. (2005). A sociocultural analysis of the development of pre-service and beginning teachers' pedagogical identities as users of technology. Journal of Mathematics Teacher Education, 8, 35-59.
10. Goos, M. (2008). Sociocultural perspectives on learning to teach mathematics. In B. Jaworski & T. Wood (Eds.), The international handbook of mathematics teacher education. The mathematics teacher educator as a developing professional (Vol. 4, pp. 75-91). Rotterdam: Sense Publishers.
11. Goos, M. (2009). A sociocultural framework for understanding technology integration in secondary school mathematics. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 113-120). Thessaloniki: PME.
12. Goos, M., Dole, S., & Makar, K. (2007). Designing professional development to support teachers' learning in complex environments. Mathematics Teacher Education and Development, 8, 23-47.
13. Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2003). Perspectives on technology mediated learning in secondary school mathematics classrooms. Journal of Mathematical Behavior, 22, 73-89.
14. Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19-44). Westport, CT: Ablex Publishing.
15. Lerman, S. (2001). A review of research perspectives on mathematics teacher education. In F. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 33-52). Dordrecht: Kluwer.
16. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
17. Perry, B., Howard, P., & Tracey, D. (1999). Head teachers' beliefs about the learning and teaching of mathematics. Mathematics Education Research Journal, 11(1), 39-53.
18. Queensland Studies Authority. (2004). Mathematics years 1-10 syllabus. Brisbane: Author.
19. Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22.
20. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
21. Stacey, K. (2003). The need to increase attention to mathematical reasoning. In H. Hollingsworth, J. Lokan, & B. McCrae (Eds.), Teaching mathematics in Australia: Results from the TIMSS 1999 Video Study (pp. 119-122). Melbourne: Australian Council for Educational Research.
22. Valsiner, J. (1997). Culture and the development of children's action: A theory of human development (2nd ed.). New York: Wiley.
23. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
24. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, MA: Cambridge University Press.