The first five contributions to this Special Issue on Theories of Mathematical Learning take a cognitive perspective whereas the sixth, that by Voigt, takes an interactionist perspective. The common theme that links the six articles is the focus on students' inferred experiences as the starting point in the theory-building process. This emphasis on the meanings that objects and events have for students within their experiential realities can be contrasted with approaches in which the goal is to specify cognitive behaviors that yield an input-output match with observed behavior. It is...

This volume grew out of a symposium on discourse, tools and instructional design at Vanderbilt University in 1995 that has brought together a small international group to grapple with issues of communicating, symbolizing, modelling and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book - all internationally recognized scholars in their respective fields - were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory and...

Key experts with extensive research and classroom experience examine how the multiple dimensions of race, class, culture, power, and knowledge interact in mathematics classrooms to foster and create inequities. Chapters explore new theoretical perspectives, describe successful classroom practices, and offer insights into how we might develop an effective sociocultural approach to equity in math education.

This volume grew out of a symposium on discourse, tools and instructional design at Vanderbilt University in 1995 that has brought together a small international group to grapple with issues of communicating, symbolizing, modelling and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book - all internationally recognized scholars in their respective fields - were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory and...

This text accounts for the untidy and complex nature of mathematics learning and teaching as it occurs in classroom situations. It discusses small group collaboration and learning, the teacher's practice and growth, and language, discourse and argumentation in the mathematics classroom.

The first five contributions to this Special Issue on Theories of Mathematical Learning take a cognitive perspective whereas the sixth, that by Voigt, takes an interactionist perspective. The common theme that links the six articles is the focus on students' inferred experiences as the starting point in the theory-building process. This emphasis on the meanings that objects and events have for students within their experiential realities can be contrasted with approaches in which the goal is to specify cognitive behaviors that yield an input-output match with observed behavior. It is...

The studies presented in this book should be of interest to anybody concerned with the teaching of arithmetic to young children or with cognitive development in general. The 'eaching experiment. was carried out with half a dozen children entering first grade over two years in biweekly sessions. Methodologically the authors' research is original. It is a longitudinal but not a naturalistic study, since the experimenter-teachers directed their interaction with each individual child with a view to his or her possible progress. It is experimental in the sense that two groups of subjects were...

In honor of Fred M. Donner's long and distinguished career as one of the foremost interpreters of early Islam, this volume collects more than a dozen original studies by his students. They range over a wide array of sub-fields in Islamic history and Islamic studies, including early history, historiography, Islamic law, religious studies, Qur'anic studies and Islamic archaeology. The book also includes a bibliography of Donner's works and a biographical sketch of sorts. Taken together, these essays are a clear testament to Donner's wide-ranging and continuing impact on the field. Contributors...

In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale.