Talking Mathematics in School: Studies of Teaching and Learning (Learning in Doing: Social, Cognitive and Computational Perspectives)

Magdalene Lampert

ISBN 10: 0521174953 / ISBN 13: 9780521174954

Published by Cambridge University Press 2011-02-28, 2011

About this Item

Seller Inventory # 6666-IUK-9780521174954

Bibliographic Details

• Title: Talking Mathematics in School: Studies of Teaching and Learning (Learning in Doing: Social, Cognitive and Computational Perspectives)
• Publisher: Cambridge University Press 2011-02-28
• Publication Date: 2011
• Language: English
• ISBN 10: 0521174953
• ISBN 13: 9780521174954
• Binding: Paperback
• Condition: New

About this title

Synopsis

Talking Mathematics in School investigates the relationship between students' discussions about mathematics in K-12 classrooms and their mathematical understanding. Beginning with a linguistic and sociolinguistic review of what is known about connections between thought, language, and learning, Lampert and Blunk consider what this research suggests for the teaching and learning of mathematical ideas and discourse. A collection of studies from various disciplinary perspectives--set in elementary and secondary classrooms, a computer-supported tutorial, and a workplace interaction--examines the nature of mathematical talk and the roles of students, teachers, tasks, and environment in producing it.

Book Description

The teaching and learning of mathematics in K-12 classrooms is changing. New curricula and methods engage learners in working on real problems. An essential feature of this work involves teacher and students in "talking mathematics". How can students learn to do this kind of talking? What can they learn from doing it? This book addresses these questions by looking at the processes of formulating problems, interpreting contexts in which problems arise, and arguing about the reasonableness of proposed solutions. The studies in this volume seek to retain the complexity of classroom practice rather than looking at it through a particular academic lens.