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Title Student voice in mathematics classrooms around the world / edited by Berinderjeet Kaur, Nanyang Technological University, Singapore, Glenda Anthony, Massey University, New Zealand, Minoru Ohtani, Kanazawa University, Japan, and David Clarke, Melbourne University, Australia
Published Rotterdam : SensePublishers, 2013
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Description 1 online resource (viii, 250 pages)
Series The learner's perspective study
Learner's perspective study.
Contents The learner's perspective study / Glenda Anthony, Berinderjeet Kaur, David Clarke, and Minoru Ohtani -- Spoken mathematics as an instructional strategy / David Clarke, Li Hua Xu, and May Ee Vivien Wan -- Students speaking mathematics / David Clarke, Li Hua Xu, and May Ee Vivian Wan -- Students at the front / Yiming Cao, Kan Guo, Liping Ding, and Ida A.C. Mok -- Participation of students in content-learning classroom discourse / Berinderjeet Kaur -- Martina's Voice / Florenda Gallos Cronberg and Jonas Emanuelsson -- What do students attend to? students' task-related attention in swedish settings / Rimma Nyman and Jonas Emanuelsson -- Students and their teacher in a didactical situation / Jarmila Novotná and Alena Hošpesová -- Developing mathematical proficiency and democratic agency through participation -- An analysis of teacher-student dialogues in a Norwegian 9th grade classroom / Ole Kristian Bergem and Birgit Pepin -- Matches or Discrepancies / Rongjin Huang and Angela T. Barlow -- What really matters to students? A comparison between Hong Kong and Singapore mathematics lessons / Ida Ah Chee Mok King Woon Yau, Berinderjeet Kaur, Yan Zhu and King Woon Yau -- Student Perceptions of the 'Good' Teacher and 'Good' Learner in New Zealand Classrooms / Glenda Anthony -- Appendix / David Clarke
Summary The Learner's Perspective Study ascribes to the premise that the investigation of social practice within the mathematics classrooms must attend to the learners practice with at least the same priority as that accorded to the teachers practice. In focusing on student voice within this partnership, as enacted in many different guises across different cultures and socio-political learning environments, we hope that we will be better informed to understand the relationship between pedagogy and learning mathematics, and between pedagogy and the empowerment of diverse learners. Research findings from the Learner's Perspective Study reported in this book and its companion volumes affirm just how culturally-situated are the practices of classrooms around the world and the extent to which students are collaborators with the teacher, complicit in the development and enactment of patterns of participation that reflect individual, societal and cultural priorities and associated value systems. In this book, we attend closely to this collaboration with our focus on the voice of the student. Collectively, the authors consider how the deliberate inclusion of student voice can be used to enhance our understandings of mathematics classrooms, of mathematics learning, and of mathematics outcomes for students in classrooms around the world. The Learner's Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterization of practice in the classrooms of competent teachers and the development of theory
Notes Includes indexes
Bibliography Includes bibliographical references and indexes
Notes Online resource; title from PDF title page (SpringerLink, viewed September 9, 2013)
Subject Mathematics -- Study and teaching.
Form Electronic book
Author Kaur, Berinderjeet, 1955- editor, author
LC no. 2014480013
ISBN 1306202728
9462093504 (electronic bk.)
9781306202725
9789462093508 (electronic bk.)
(paperback)
(hardback)