The centrality of culture and community to participant learning at and with the math forum

Designing for Virtual Communities in the Service of Learning

Volumn , Issue , 2004, Pages 181-209

  Renninger, K Ann ^a   Shumar, Wesley ^b  

^a SWARTHMORE COLLEGE   (United States)

^b DREXEL UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84924211732     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9780511805080.011     Document Type: Chapter

References (76)

1. Anderson, B. R. O. G. (1991). Imagined communities: Reflections on the origin and spread of nationalism. (rev. and extended ed.). New York: Verso.
2. Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (pp. 25-56). Mahwah, NJ: Erlbaum.
3. Barnes, J. A. (1972). Social networks. (Module in anthropology 26.) Reading, MA: Addison-Wesley.
4. Barth, F. (1981). Process and form in social life. Boston: Routledge & Kegan Paul.
5. Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369-398.
6. Bourdieu, P. (1977). Outline of a theory of practice. Richard Nice, Trans. New York: Cambridge University Press.
7. Bourdieu, P. (1980). The logic of practice. Stanford, CA: Stanford University Press.
8. Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-272). Cambridge, MA: MIT Press.
9. Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.
10. Chaiklin, S., & Lave, J. (Eds.) (1993). Understanding practice: Perspectives on activity and context. New York: Cambridge University Press.
11. Clifford, J. (1988). The predicament of culture: Twentieth-century ethnography, literature, and art. Cambridge, MA: Harvard University Press.
12. Cobb, P. (1995). Mathematical learning and small-group interaction: Four case studies. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (pp. 25-129). Hillsdale, NJ: Erlbaum.
13. Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
14. Cognition and Technology Group at Vanderbilt (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6) 2-10.
15. Cognition and Technology Group at Vanderbilt (1991). Technology and the design of generative learning environments. Educational Technology, 31, 34-40.
16. Cognition and Technology Group at Vanderbilt (1996). Looking at technology in context: A framework for understanding technology and education research. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 807-840). New York: Macmillan.
17. Cohen, A. (1985). The symbolic construction of community. London: Tavistock Publications.
18. Cohen, A. (1994). Self consciousness: An alternate anthropology of identity. London and New York: Routledge.
19. Cole, M., Engestrom, Y., & Vasquez, O. (Eds.) (1997). Mind, culture and activity: Seminal papers from the Laboratory of Comparative Human Cognition. New York: Cambridge University Press.
20. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 455-494). Hillsdale, NJ: Erlbaum.
21. De Corte, E., Verschaffel, L., & Op T’Eynde, P. (2000). Self-regulation: A characteristic and a goal of mathematics education. In M. Boekaert, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 687-726). New York: Academic Press.
22. Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Brian Massumi, Trans. Minneapolis: University of Minnesota Press.
23. Dewey, J. (1938). Experience and education. New York: Collier Books.
24. Ewing, K. (1990). The illusion of wholeness: Culture, self and the experience of inconsistency. Ethos, 18(3), 51-278.
25. th ed., pp. 401-476). New York: John Wiley and Sons.
26. Goody, J. (1994). Culture and its boundaries: A European view. In R. Borofsky (Ed.), Assessing cultural anthropology (pp. 250-260). New York: McGraw-Hill.
27. Gulliver, P. H. (1971). Neighbours and networks: The idiom of kinship in social action among the Ndendeuli of Tanzania. Berkeley: University of California Press.
28. Harasim, L. (2002). What makes online learning communities successful? In C. Vrasidas & G. Glass (Eds.), Distance education and distributed learning (pp. 181-200). CT: Information Age Publishing.
29. Herzfeld, M. (1997). Cultural intimacy: Social poetics in the nation-state. New York: Routledge.
30. Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
31. Jackson, P. W. (1968). Life in classrooms. New York: Holt, Rhinehart, & Winston.
32. Kirshner, D., & Whitson, J. A. (1997). Situated cognition: Social, semiotic and psychological perspectives. Mahwah, NJ: Erlbaum.
33. Krapp, A. (1999). Interest, motivation, and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23-40.
34. Krapp, A., & Fink, B. (1992). The development and function of interests during the critical transition from home to preschool. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 397-431). Hillsdale, NJ: Erlbaum.
35. Kraut, R., Lundmark, V., Patterson, M., Kiesler, S., Mukopadhyay, T., & Scherlis, W. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being? American Psychologist, 53(9), 1017-1031.
36. Lave, J. (1993). The practice of learning. In S. Chaiklin & J. Lave (Eds.). Understanding practice: Perspectives on activity and context (pp. 3-32). New York: Cambridge University Press.
37. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
38. Linehan, C., & McCarthy, J. (2000). Positioning in practice: Understanding participation in the social world. Journal for the Theory of Social Behavior 30(4).
39. Marcus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 4(9), 954-969.
40. National Research Council (1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: National Academy Press.
41. Neumann, A. (April, 1999). Passionate talk about passionate thought: The view from professors at early midcareer. Paper presented at the annual meeting of the American Educational Research Association. Montreal, Canada.
42. Nie, N. H., & Erbring, L. (2000). Internet and society: A preliminary report. Stanford, CA: Stanford Institute for the Quantitative Study of Society.
43. Paul, R. (1990). What does anybody want? Desire, purpose and the acting subject in the study of culture. Cultural Anthropology 5, 431-451.
44. Pea, R. D. (1993). Learning scientific concepts through material and social activities: Conversational analysis meets conceptual change. Educational Psychologist, 28(3), 265-277.
45. Poster, M. (2001). What’s the matter with the Internet? Minneapolis: University of Minnesota Press.
46. Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster.
47. Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 375-404). New York: Academic.
48. Renninger, K. A., & Farra, L. (2003). Mentor-participant exchange in the Ask Dr. Math service: Design and implementation considerations. In M. Mardis (Ed.), Developing digital libraries for K-12 Education. Syracuse, NY: ERIC IT Clearinghouse.
49. Renninger, K. A., Farra, L., & Feldman-Riordan, C. (2000). The impact of The Math Forum’s Problems of the Week on students’ mathematical thinking. Proceedings of ICLS 2000. Mahwah, NJ: Erlbaum.
50. Renninger, K. A., & Shumar, W. (2000). Report of the local evaluation team to The Math Forum and the National Science Foundation regarding NSF Grant #9618223. Available online at mathforum.org/build/build/NSFreport/report.html; semiprivate password: forum/forumfriend.
51. Renninger, K. A., & Shumar, W. (April, 2001). Multidimensional aspects of on-line community building: The Math Forum. Paper presented as part of the symposium, Understanding online learning communities: Sociocultural views. American Educational Research Association. Seattle, WA.
52. Renninger, K. A., & Shumar, W. (2002). Community building with and for teachers: The Math Forum as a resource for teacher professional development. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 60-95). New York: Cambridge University Press.
53. Renninger, K. A., & Shumar, W. (April, 2003). The role of the social in teachers’ interest development and learning with an online community. Paper presented as part of the symposium, Sociocultural Aspects of Interest Development and Their Implications for Education (S. Nolen, Chair). Chicago, IL.
54. Renninger, K. A., & Shumar, W. (in press).Participant learning and activity in an interactive digital library: The Math Forum community. In J. Weiss, J. Nolan, & P. Trifonas (Eds.), International handbook of virtual learning environments. Amsterdam: Kluwer Press.
55. Renninger, K. A., Weimar, S. A., & Klotz, E. A. (1998). Teachers and students investigating and communicating about geometry: The Math Forum. In R. Lehrer & D. Chazen (Eds.), Designing learning environments for developing understanding about geometry and space (pp. 465-487). Mahwah, NJ: Erlbaum.
56. Rogoff, B. (1998). Cognition as a collaborative process. In R. Siegler & D. Kuhn (Vol. Eds.), Cognition, perception and language (Vol. 2). In W. Damon (Gen. Ed.) Handbook of child psychology (pp. 679-730). New York: John Wiley & Sons.
57. Rosaldo, R. (1989). Culture and truth: The remaking of social analysis. Boston, MA: Beacon Press.
58. Schoenfeld, A. (1987). What’s all the fuss about metacognition? In A. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-215). Hillsdale, NJ: Erlbaum.
59. Schoenfeld, A. (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: A project of the National Council of Teachers of Mathematics (pp. 334-370). New York: Macmillan.
60. Shore, B. (1996). Culture in mind: Cognition, culture, and the problem of meaning. New York: Oxford University Press.
61. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
62. Shumar, W. (2003). The role of community and belonging in online learning. In M. Mardis (Ed.), Developing digital libraries for K-12 education. Syracuse, NY: ERIC IT Clearinghouse.
63. Shumar, W., & Renninger, K. A. (September, 2000). Commerce and community: Walking the line between quality and sustainability at a virtual education center. Paper presented to the meetings of the Association of Internet Researchers. Lawrence, KS.
64. Shumar, W., & Renninger, K. A. (2002). On conceptualizing community. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 1-17). New York: Cambridge University Press.
65. Smolka, A. B., DeGoes, M. C., & Pino, A. (1995). The constitution of the subject: A persistent question. In J. V. Wertsch (Ed.), Sociocultural studies of mind (pp. 165-184). New York: Cambridge University Press.
66. Spivak, G. C. (1988). Can the Subaltern Speak? In C. Nelson & L. Grossberg (Eds.), Marxism and the interpretation of culture (pp. 271-313). Chicago: University of Illinois Press.
67. Sternberg, R. J. (1985). Beyond IQ. New York: Cambridge University Press.
68. Stewart, K. (1996). A space on the side of the road: Cultural poetics in an “other” America. Princeton, NJ: Princeton University Press.
69. Strauss, C., & Quinn, N. (1997). A cognitive theory of cultural meaning. New York: Cambridge University Press.
70. Turner, V. (1969). The ritual process: Structure and anti-structure. Ithaca, NY: Cornell University Press.
71. Turner, V. (1974). Dramas, fields, and metaphors: Symbolic action in human society. Ithaca, NY: Cornell University Press.
72. Virilio, P. (1995). The art of the motor. J. Rose, Trans. Minneapolis: University of Minnesota Press.
73. Wellman, B. (2001). Physical place and CyberPlace: The rise of personalized networking. International Journal of Urban and Regional Research, 25, 227-252.
74. Wellman, B., & Gulia, M. (1999). Net surfers don’t ride alone: Virtual communities as communities. In M. A. Smith & P. Kollack (Eds.), Communities in cyberspace (pp. 167-194). New York: Routledge.
75. Wenger, E. (1999). Communities of practice. New York: Cambridge University Press.
76. Winnicott, D. W. (1971). Playing and reality. London: Tavistock Publications.