Teaching problems and the problems of teaching

Teaching Problems and the Problems of Teaching

Volumn , Issue , 2003, Pages 1-496

  Lampert, Magdalene ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

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[No Author keywords available]

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EID: 84902702519     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Book

References (206)

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43. Lee S. Shulman, Knowledge and Teaching: Foundations of the New Reform, Harvard Educational Review 57(1): 1-22.
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47. The Dreamkeepers: Successful Teachers of African American Children (San Francisco: Jossey-Bass, 1994).
48. David Hawkins, I, Thou, and It, in The Informed Vision: Essays on Learning and Human Nature (New York: Agathon, 1974): 48-62,
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50. Challenges of Improving Instruction: A View from the Classroom (Washington, D.C.: Council of Basic Education, 2000);
51. Brousseau, Didactique des Mathematiques, 1970-1990 (Theory of Didactical Situations in Mathematics, 1970-1990), ed. and trans. Nicolas Balachef et al. (Dordrecht, the Netherlands: Kluwer, 1997),
52. Teaching as a Reflective Practice: The German Didaktik Tradition, ed. Ian Westbury, Stephan Hopmann, and Kurt Riquarts (Mahwah, N.J.: Lawrence Erlbaum Associates, 2000).
53. Martin Simon in Reconstructing Mathematics Pedagogy from a Constructivist Perspective, Journal for Research in Mathematics Teaching, 26: 2,114-45 (March 1995).
54. Derek Edwards and Neil Mercer, Common Knowledge: The Development of Understanding in the Classroom (Routledge, 1989);
55. Magdalene Lampert and Merrie Blunk, eds., Talking Mathematics: Studies of Teaching and Learning in School (New York: Cambridge University Press, 1998);
56. Lesley A. Rex, Judith L. Green, and Carol Dixon, Making a Case from Evidence: Constructing Opportunities for Learning Academic Literacy Practices, Interpretations 30(2): 78-104 (1997);
57. Sabrina Tuyay, Louise Jennings, and Carol Dixon, Classroom Discourse and Opportunities to Learn: An Ethnographic Study of Knowledge Construction in a Bilingual Third-Grade Classroom, Discourse Processes 19: 75-110 (1995).
58. Hugh Mehan, The Structure of Classroom Lessons, in Learning Lessons (Cambridge, Mass.: Harvard University Press, 1979);
59. Miriam Ben-Peretz and Rainer Bromme, eds., The Nature of Time in Schools: Theoretical Concepts, Practitioner Perceptions (New York: Teachers College Press, 1990);
60. James Stigler et al., The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth--Grade Mathematics Instruction in Germany, Japan, and the United States (Washington D.C.: U.S. Department of Education and OERI 1999): 133-34.
61. Frederick Erickson (with David Boersema, Margaret Brown, Becky Kirschner, Brenda Lazarus, Catherine Pelissier, and Daisy Thomas), Teachers' Practical Ways of Seeing and Making Sense: A Final Report. Michigan State University: Institute for Research on Teaching, Sept. 30, 1986. (United States Department of Education, Office of Educational Research and Improvement, Contract No. 400-81-0014).
62. Rogers Hall and Andee Rubin,.. .There's Five Little Notches in Here: Dilemmas in Teaching and Learning the Conventional Structure of Rate, in Thinking Practices in Mathematics and Science Learning, ed. James Greeno and Shelley V. Goldman (Mahwah, N.J.: Lawrence Erlbaum Associates, 1998), 189-236.
63. Patricia F. Carini, The Art of Seeing and the Visibility of the Person (Grand Forks, N.D.: North Dakota Study Group on Evaluation, February, 1979).
64. Lampert Ball, Teaching, Multimedia, and Mathematics: Investigations of Real Practice (New York: Teacher's College Press, 1998),
65. Ball Lampert, Multiples of Evidence, Time, Perspective: Revising the Study of Teaching and Learning, in Issues in Education Research: Problems and Possibilities, ed. Ellen C. Lagemann and Lee S. Shulman (San Francisco: Jossey-Bass, 1999): 371-98,
66. S. Feld & C. Williams, Toward Researchable Film Language, in Studies in the Anthropology of Visual Communication 2(1): 25-32 (1975), for an argument supporting this approach.
67. Frederick Erickson and Jan Wilson, Sights and Sounds of Life in Schools: A Resource Guide to Film and Videotape for Research and Education, Research Series No. 125 (East Lansing, Mich.: Institute for Research on Teaching, 1982), pp. 39-47.
68. Miriam Sherin, Developing a Professional Vision of Classroom Events, in Beyond Classical Pedagogy: Teaching Elementary School Mathematics* ed. Terry Wood, Barbara S. Nelson and J. Warfield (Hillsdale, N.J.: Lawrence Erlbaum Associates, 2001);
69. Deidre LeFevre, What Possibilities Do Video Records of Practice Afford as a Tool for Learning the Practice of Teaching?' (unpublished manuscript, University of Michigan, 2000);
70. Nanette Seago and Judy Mumme, Videocases for Mathematics Professional Development: A New Tool for Teacher Learning (unpublished manuscript, San Diego State Foundation, 2000);
71. Francois Victor Tochon, Video Study Groups for Education, Professional Development and Change (Madison, Wise.: Atwood, 1999);
72. D. A. Smith, A Primer for Using Video in the Classroom (Portsmouth, N.H.: Heinemann, 1996);
73. Mary DiSchino, Why Do Bees Sting and Why Do They Die Afterward? in Boats, Balloons, and Classroom Video, ed. Ann S. Rosebery and Beth Warren (Portsmouth, N.H.: Heinemann, 1998), 109-33;
74. J. A. Eckart and S. L. Gibson, Using Camcorders to Improve Teaching, The Clearing House 66(5): 288-92 (1993);
75. Barbara Jaworski, Using Classroom Videotape to Develop Your Teaching, (Cambridge, England: The Open University, Center for Mathematics Education, 1989).
76. Jorge Luis Borges, A Universal History of Infamy (New York: Dutton, 1972);
77. Umberto Eco, Map of the Empire, Literary Review 28 (2): 233-38 (1985).
78. Dennis Wood, The Power of Maps (New York: The Guilford Press, 1992);
79. Nigel Holmes, Pictoral Maps (New York: Watson-Guptill, 1991).
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98. James Greeno, On Claims That Answer the Wrong Questions, Educational Researcher 26(1): 5-17 (1997).
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102. Learning the Language of Practice, in Curriculum Inquiry 17(3): 293-318 (1987);
103. Lesson Study: Japanese Method Benefits all Teachers, by Joan Richardson, Results (Washington, D.C.: National Staff Development Council, 2000), p. 1.
104. Guy Brousseau, The Didactical Contract: The Teacher, the Student, and the Milieu, Didactique des Mathematiques, 1970-1990 (Theory of Didactical Situations in Mathematics, 1970-1990], ed. and trans. Nicolas Balachef et al. (Dordrecht, The Netherlands: Kluwer, 1997), 227-50.
105. Kay McClain and Paul Cobb in The Role of Imagery and Discourse in Supporting Students' Mathematical Development, in Talking Mathematics: Studies of Teaching and Learning in School (New York: Cambridge University Press, 1998), 56-82;
106. Paul Cobb, From Representing to Symbolizing: Introductory Comments on Semiotics and Mathematical Learning, in Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional Design, ed. Erna Yackel, Paul Cobb, and Kay McClain (Mahwah, N.J.: Lawrence Erlbaum Associates, 2000), 17-36;
107. Anna Sfaard, Symbolizing Mathematical Reality into Being-or How Mathematical Objects Create Each Other, in Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional Design, ed. Erna Yackel, Paul Cobb, and Kay McClain (Mahwah, N.J.: Lawrence Erlbaum Associates, 2000), 37-98.
108. Where a teacher can support and provide, can dignify with pertinent curiosity, children will sometimes reach the law of moments empirically, and less easily, a simpler fact underlying the famous theorem of Archimedes: the invariance of balance to any pairwise symmetrical displacement of equal weights-the law of the equal arm balance. In The Informed Vision: Essays on Learning and Human Nature (New York: Agathon, 1974), p. 117, emphasis mine.
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120. Michigan Essential Goals and Objectives for Mathematics Education (Lansing, Mich.: Michigan State Board of Education, 1988).
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123. M. Lampert, The Collaborative Construction of the Mathematics Curriculum Using Teacher-Constructed Problems. Plenary Address, 7th International Congress on Mathematics Education, Quebec, Canada, August 22,1992. My research assistants on this project were Sarah Theule-Lubienski and Ruth Heaton.
124. Edward A. Silver, Knowledge Organization and Mathematical Problem Solving, in Mathematical Problem Solving: Issues in Research, ed. Frank Lester (Philadelphia: Franklin Institute Press, 1982).
125. Judah Schwartz, Intensive Quantity and Referent Transforming Arithmetic Operations, in Number Concepts and Operations in the Middle Grades, ed. James Hiebert and Merlyn Behr (Reston, Va.: National Council of Teachers of Mathematics, 1988), 41-52.
126. Gerard Vergnaud, Multiplicative Structures, in Number Concepts in the Middle Grades, ed. James Hiebert and Merlyn Behr, 141-61.
127. Lampert, Teaching and Learning Long Division for Understanding in School, in Disseminating New Knowledge About Mathematics Instruction, ed. Gaea Leinhardt, Ralph Putnam, and R. Hattrup (Hillsdale, N.J.: Lawrence Erlbaum Associates, 1992).
128. Vergnaud, Multiplicative Structures, p. 141.
129. Vergnaud, Multiplicative Structures, p. 142.
130. John R. Anderson, Lynne M. Reder, and Herbert Simon, Situated Learning and Education, Educational Researcher 25(4): 5-11 (1996),
131. James Greeno, On Claims That Answer the Wrong Questions, Educational Researcher 26(1): 5-17 (1997).
132. Mary Catherine O'Connor, Language Socialization in the Mathematics Classroom, in Talking Mathematics: Studies of Teaching and Learning in School (New York: Cambridge University Press, 1998), 17-55.
133. Symbolizing Mathematical Reality into Being- Or How Mathematical Discourse and Mathematical Objects Create Each Other, in Symbolizing and Communicating in Mathematics Classrooms: Perspectives on Discourse, Tools, and Instructional Design, ed. Erna Yackel, Paul Cobb, and Kay McClain (Mahwah, N.J.: Lawrence Erlbaum Associates, 2000), 37-98.
134. Thoughts on Teaching Mechanics: Didactical Phenomenology of the Concept of Force in Educational Studies in Mathematics, 25: 71-87 (1993). See p. 72.
135. Philip Davis and Reuben Hersh, Descartes' Dream: The World According to Mathematics (San Diego: Harcourt Brace Jovanovich, 1986);
136. Morris Kline, Mathematics and the Search for Knowledge (New York: Oxford University Press, 1985);
137. Horace Freeland Judson, The Search for Solutions (Baltimore, Md.: Johns Hopkins University Press, 1987).
138. Ralph Putnam, Structuring and Adjusting Content for Students: A Study of Live and Simulated Tutoring of Addition, American Educational Research Journal 24(1): 13-48 (1987).
139. 1989, National Council of Teachers of Mathematics, p. 3.
140. Marlene Scardamalia and Carl Bereiter, Adaptation and Understanding: A Case for New Cultures of Schooling, in International Perspectives on the Design of Technology-Supported Learning Environments, ed. S. Vosniadou et al. (Mahwah, N.J.: Lawrence Erlbaum Associates, 1996), 149-64.
141. James W. Stigler and Michelle Perry, Mathematics Learning in Japanese, Chinese, and American Classrooms, in Cultural Psychology: Essays on Comparative Human Development, ed. James W. Stigler, Richard A. Schweder, and Gilbert Herdt (New York: Cambridge University Press, 1990), 328-56.
142. Dan Chazan, Beyond Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom (New York: Teachers College Press, 2000),
143. Penelope Eckert, Jocks and Burnouts: Social Categories and Identity in the High School (New York: Teachers College Press, 1989).
144. Palincsar Brown, Reciprocal Teaching of Comprehension- Fostering and Monitoring Activities, Cognition and Instruction 1(2): 117-75 (1984);
145. Brown Palincsar, Guided Cooperative Learning and Individual Knowledge Acquisition, in Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, ed. Lauren Resnick (Hillsdale, N.J.: Lawrence Erlbaum Associates, 1989), 393-451.
146. Greeno Goldman (eds.), Thinking Practices in Mathematics and Science Learning (Mahwah, N.J.: Lawrence Erlbaum Associates, 1998),
147. Reed Stevens and Rogers Hall, Disciplined Perception: Learning to See in Technoscience in Lampert and Blunk, eds. Talking Mathematics: Studies of Teaching and Learning in School (New York: Cambridge University Press, 1998), 107-50.
148. Mind, Self, and Society, ed. Charles W. Morris (Chicago: University of Chicago Press, 1934).
149. Waller, The Sociology of Teaching (Chicago: University of Chicago Press, 1932).
150. Life in Classrooms (New York: Holt, Reinhart, and Winston, 1968).
151. Penelope Eckert, Jocks and Burnouts, Laurence Steinberg, Beyond the Classroom: Why School Reform Has Failed and What Parents Need to Do (New York: Simon & Schuster, 1996),
152. Mary Haywood Metz, Teachers' Ultimate Dependence on Their Students, in Teachers' Work: Individuals, Colleagues, and Contexts, ed. Little and McLaughlin (New York: Teachers College Press, 1993), 104-36.
153. George Polya, Induction and Analogy in Mathematics (Princeton, N.J.: Princeton University Press, 1954), 7-8.
154. D. L. Ball and S. W. Wilson, Integrity in Teaching: Recognizing the Fusion of the Moral and Intellectual, American Educational Research Journal 33(1): 155-92 (1993).
155. Deborah Ball, Magical Hopes: Manipulatives and the Reform of Mathematics Education, American Educator, 16(2), 14-18,46-47 (1992).
156. A Culturally Based Cognitive Apprenticeship: Teaching African American High School Students Skills in Literacy Interpretation, Reading Research Quarterly 30(4), 608-30 (1995),
157. Gloria Ladson Billings in The Dreamkeepers: Successful Teachers of African American Children (San Francisco, Calif.: Jossey-Bass, 1994).
158. James Stigler and James Hiebert, The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom (New York: Free Press, 1999),
159. Harold W. Stevenson and James Stigler, The Learning Gap: Why Our Schools Are Failing and What We Can Learn from Japanese and Chinese Education (New York: Summit Books, 1992).
160. David K. Cohen, Teaching Practice: Plus ca Change... Issue paper 88-3 (East Lansing, Mich.: The National Center for Research on Teacher Education, 1988).
161. Gavriel Salomon and R. E. Clark, Reexamining the Methodology of Research on Media and Technology in Education, Review of Educational Research 47: 99-120 (1977).
162. In the classic work Life in Classrooms, Philip Jackson reports both empirical and conceptual studies of this phenomenon (New York: Holt, Rinehart and Winston, 1968).
163. Beyond Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom (New York: Teachers College Press, 2000).
164. Carol Dweck, Children's Theories of Intelligence, in Learning and Motivation in the Classroom, ed. S. G. Paris, G. M. Olson, and H. W. Stevenson (Hillsdale, N.J.: Lawrence Erlbaum Associates, 1983),
165. Self-Theories: Their Role in Motivation, Personality, and Development (Philadelphia, Penn.: Psychology Press, 1999),
166. J. Stigler and R. Baranes, Culture and Mathematics Learning, Review of Research in Education 15 (Washington, D.C.: American Educational Research Association, 1989), 253-306.
167. Brousseau, The Didactical Contract, in Didactique des Mathematiques, 1970-1990 (Theory of Didactical Situations in Mathematics, 1970-1990) ed. and trans. Nicolas Balachef et al., (Dordrecht, The Netherlands: Kluwer, 1997), 227-50,
168. Stephen Willoughby, Carl Bereiter, Peter Hilton, and Joseph Rubenstein, Real Math, Level 5 (LaSalle, 111.: Open Court, 1987).
169. Willoughby et al.,Real Math, p. 20.
170. Gaea Leinhardt, Orit Zaslavsky, and Mary Kay Stein, Functions, Graphs, and Graphing: Tasks, Learning, and Teaching, Review of Educational Research, 60(1): 1-64 (1990),
171. Willoughby et al.,Real Math, p. 147.
172. Gaea Leinhardt, Orit Zaslavsky, and Mary Kay Stein, Mathematics: A Way of Thinking (Menlo Park, Calif.: Addison-Wesley, 1977).
173. Baratta-Lorton, Mathematics, p. 277.
174. Constructing Literacy in Classrooms: Literate Action as Social Accomplishment, in Redefining Student Learning: Roots of Educational Change, ed. H. Marshall (Norwood, N.J.: Ablex, 1922), 119-50.
175. James Gee, What Is Literacy? (Brookline, Mass.: The Literacies Institute, Educational Development Corporation, 1989).
176. James Gee and Judith Green, Discourse Analysis, Learning, and Social Practice: A Methodological Study, Review of Research in Education 23: 1191-69, (1998).
177. Kathryn Au, Participation Structures in a Reading Lesson with Hawaiian Children: Analysis of a Culturally Appropriate Instructional Event, Anthropology and Education Quarterly 11(23), 91-115 (1980).
178. Kathryn Au, Social Constructivism and the School Literacy Learning of Students of Diverse Cultural Backgrounds, Journal of Literacy Research 30(2), 297-319 (1998).
179. Weinstein Mayer, The Teaching of Learning Strategies, Handbook of Research on Teaching, 3d ed., ed. Merlin Wittrock (New York: Macmillan, 1986), 315-27.
180. Samuel S. Wineburg and Suzanne M. Wilson, Subject-Matter Knowledge in the Teaching of History, Advances in Research Teaching, vol. 2, 305-47 (1991);
181. Pamela L. Grossman and Susan S. Stodolsky, Content as Context: The Role of School Subjects in Secondary School Teaching, Educational Researcher 24(8), 5-11 (1995).
182. Theodore Sizer, Horace's Compromise (Boston: Houghton Mifflin, 1984), 151-52.
183. Patricia Benner, Christine A. Tanner, and Catherine A. Chelsa, Expertise in Nursing Practice: Caring, Clinical Judgment, and Ethics (New York: Springer, 1996).
184. Nel Noddings, Caring and Competence, in The Education of Teachers, Yearbook of the National Society for the Study of Education, ed. Gary A. Griffin (Chicago: University of Chicago Press, 1999), 205-20.
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186. John Noble Wilford, The Mapmakers (New York: Vintage Books, 1981), p. 48.
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