Multiple Perspectives on Mathematics Teaching and Learning

JO BOALER is Assistant Professor of mathematics education at Stanford University. She is a former secondary school teacher of mathematics. She has also worked as the deputy director of a national assessment project in the UK, researching and developing assessments for students across the country. She is author of the book Experiencing School Mathematics. Her research interests include mathematics teaching approaches, assessment and equity. She is currently the PI of a NSF project investigating the relationship between mathematics teaching, learning, and curriculum approach.

• Introduction: The Intricacies of Knowledge, Practice, and Theory by Jo BoalerThe Social Turn in Mathematics Education Research by Stephen LermanThe Importance of a Situated View of Learning to the Design of Research and Instruction by Paul CobbInterweaving Content and Pedagogy in Teaching and Learning to Teach: Knowing and Using Mathematics by Deborah Loewenberg Ball and Hyman BassWho Counts What As Math? Emergent and Assigned Mathematics Problems in a Project-Based Classroom by Reed StevensEffects of Dominant and Subordinate Masculinities on Interactions in a Collaborative Learning Classroom by Mary BarnesIdentity, Agency, and Knowing in Mathematics Worlds by Jo Boaler and James G. Greeno"Cracking the Code" of Mathematics Classrooms: School Success As a Function of Linguistic, Social, and Cultural Background by Robyn ZevenbergenBetter Assessment in Mathematics Education? A Social Perspective by Candia MorganMathematics Reform Through Conservative Modernization? Standards, Markets, and Inequality in Education by Michael W. AppleIndexes

This valuable resource is recommended for upper-division undergraduates, graduate students, and practitioners.