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PED 3187
EDU 5357
EDU 7163

EDU 7163: Theoretical Perspectives in Mathematics Education

Course Description:
Study of new theoretical perspectives in mathematics education; in particular, an examination of the situated and context dependent nature of mathematical knowledge.

Course Content:
This course examines theoretical perspectives associated with the teaching and learning of mathematics. We will first explore the nature of mathematical knowledge and how it shapes approaches in mathematics education. We will then engage with a variety of theoretical perspectives. In particular, we will examine constructivist, sociocultural , complexivisit, and critical theories from the perspective of mathematics teaching and learning.

Resources:
  • Apple, M.W.(1992). Do the Standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412-431.
  • Atweh, B., Forgasz, H., & Nebres, B. (2001). Sociocultural research on mathematics education. Mahwah, NJ: Erlbaum.
  • Bishop, A.J. (1990). Mathematical power to the people. Harvard Educational Review, 60(3), 357-369.
  • Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33(4), 239-258.
  • Clements, D.H., & Battista, M.T. (1990). Constructivist learning and teaching. The Arithmetic Teacher, 38(1), 34-37.
  • Cobb, P. (1994). Where is the mind? Constructivist and socio-cultural perspectives on mathematical development. Educational Researcher, 23(7), 13-19.
  • Davis, B. (1996). Teaching Mathematics: Toward a sound alternative. New York: Garland.
  • Davis, B., and Simmt. E. (2006). Mathematics-for-teaching: An on-going investigation into the mathematics that teachers (need to) know. Educational Studies in Mathematics 61(3), 291-319.
  • Davis, B., and Simmt. E. (2003). Understanding learning systems: Mathematics education and complexity science. Journal of Research in Mathematics Education 34(2), 137-167. http://www.ualberta.ca/~bdavis/DavisSimmtJRME.pdf
  • Davis, R., Maher, C., Noddings, N. (Eds.). (1990). Constructivist views on the teaching and learning of mathematics [Special issue]. Journal for Research in Mathematics Education. (Monograph No. 4)
  • Ernest, P. (1991). The philosophy of mathematics education. London, UK: Falmer Press.
  • Forman, E. A. (2003). A sociocultural approach to mathematics reform: Speaking, inscribing, and doing mathematics within communities of practice. In J. Kilpatrick, W.G. Martin, & D. Schifter. (Eds.) A Research companion to principles and standards for school mathematics. (pp. 333-352). Reston, VA: NCTM.
  • Guttstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York: Routledge.
  • Lakoff, G., & Nunez, R. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York: Basic Books.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher 27(2), 4-13.
  • Sfard, A. (2001). There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning. Educational Studies in Mathematics, 46, 13-57.
  • Yackel, E. & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458 – 477.