# Mathematics Education

DOI link for Mathematics Education

Mathematics Education book

# Mathematics Education

DOI link for Mathematics Education

Mathematics Education book

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*Mathematics Education* identifies some of the most significant issues in mathematics education today. Pulling together relevant articles from authors well-known in their fields of study, the book addresses topical issues such as:

- gender
- equity
- attitude
- teacher belief and knowledge
- community of practice
- autonomy and agency
- assessment
- technology.

The subject is dealt with in three parts: culture of the mathematics classroom, communication in mathematics classrooms and pupils' and teachers' perceptions.

Students on postgraduate courses in mathematics education will find this book a valuable resource. Students on BEd and PGCE courses will also find this a useful source of reference as will teachers of mathematics, mentors and advisers.

## TABLE OF CONTENTS

chapter |6 pages

#### Introduction: Issues in researching mathematics learning

part |4 pages

Section 1 Culture of the mathematics classroom – including equity and social justice

chapter 1|15 pages

#### Images of mathematics, values and gender: A philosophical perspective

chapter 3|14 pages

#### Learners as authors in the mathematics classroom

chapter 4|12 pages

#### Paradigmatic conflicts in informal mathematics assessment as sources of social inequity

chapter 5|22 pages

#### Constructing the ‘legitimate’ goal of a ‘realistic’ maths item: a comparison of 10–11- and 13–14-year olds

chapter 6|26 pages

#### Establishing a community of practice in a secondary mathematics classroom

part |2 pages

Section 2 Communication in mathematics classrooms

chapter 7|15 pages

#### Mathematics, social class and linguistic capital: An analysis of mathematics classroom interactions

chapter 8|12 pages

#### What is the role of diagrams in communication of mathematical activity?

chapter 9|13 pages

#### ‘The whisperers’: Rival classroom discourses and inquiry mathematics

part |2 pages

Section 3 Pupils’ and teachers’ perceptions