Abstract
A feature of the changing trends in research in mathematics education during recent years has been the growing interest in and focus on the social context of the mathematics classroom (Bishop 1988; Keitel 1989; Lerman 1994; Nickson 1992; Nickson & Lerman 1992). The role played by the social context in the development of the individual or of groups has been theorized, implicitly or explicitly, in many ways. What demarcates current interests is a move away from the identification of social factors as the realm of the affective to a concern with the part that the social and cultural environment plays as a whole in the development of the child. This chapter commences with a discussion of the models offered by different theoretical frameworks in their interpretations of the role of the social context, in order to identify and distinguish what are increasingly being called socio-cultural theories (Cobb 1994a) from more individualistic approaches.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Bartolini Bussi, M. G.: 1996, ‘Mathematical Discussion and Perspective Drawing in Primary School’, Educational Studies in Mathematics 31, 11–41.
Barton, B.: 1996, ‘Making Sense of Ethomathematics: Ethnomathematics Is Making Sense’, Educational Studies in Mathematics 31, 201–233.
Bauersfeld, H.: 1992, ‘Classroom Cultures from a Social Constructivist’s Perspective’, Educational Studies in Mathematics 23, 467–481.
Bishop, A.: 1988, Mathematical Enculturation: A Cultural Perspective on Mathematics Education, Springer Science+Business Media Dordrecht, Dordrecht.
Boaler, J.: 1996, ‘Open and Closed Mathematics Approaches and Situated Cognition’, in Proceedings of the Third British Congress on Mathematical Education, Vol. 1, 152–159.
Boero, P.: 1992, ‘The Crucial Role of Semantic Fields in the Development of Problem Solving Skills’ in Mathematical Problem Solving and New Information Technologies, Springer-Verlag, Berlin, 77–91
Boero, P., Dapueto, C., Ferrari, P., Ferrero, E., Garuti, R., Lemut, E., Parenti, L., & Scali, E.: 1995, ‘Aspects of the Mathematics-Culture Relationship in Mathematics Teaching-Learning in Compulsory School’, in Proceedings of the Nineteenth International Meeting of the Group for the Psychology of Mathematics Education, Recife, Brazil, Vol. 1, 151–166.
Brodie, K.: 1995, ‘Peer Interaction and the Development of Mathematical Knowledge’, in Proceedings of Nineteenth International Meeting of the Group for the Psychology of Mathematics Education, Recife,Brazil Vol. 3, 216–223.
Brown, T.: 1996, ‘Intention and Significance in the Teaching and Learning of Mathematics’, Journal for Research in Mathematics Education 27, 52–66.
Burton, L.: 1986, Girls into Maths Can Go, Holt, Rinehart & Winston, London.
Campbell, S. & Dawson, A. J.: 1995, ‘Learning as Embodied Action’, in R. Sutherland & J. Mason (eds.), Exploiting Mental Imagery with Computers in Mathematics Education, Springer-Verlag,Berlin, 233–250.
Carraher, T. (1988). ‘Street Mathematics and School Mathematics’, in Proceedings of the Twelfth Annual Conference of the International Group for the Psychology of Mathematics Education, Veszprem, Hungary, Vol. 1, 1–23.
Cobb, P.: 1994a, ‘Where is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development’, Educational Researcher 23(7), 13–20.
Cobb, P.: 1994b, Theories of Mathematical Learning and Constructivism: A Personal View Paper presented at Symposium on Trends and Perspectives in Mathematics Education, Institute for Mathematics, University of Klagenfurt.
Cobb, P., Yackel, E. & Wood, T. (1992). ‘A Constructivist Alternative to the Representational View of Mind in Mathematics Education’, Journal for Research in Mathematics Education 23(1), 2–33.
Confrey, J.: 1990, ‘What Constructivism Implies for Teaching’, in R. B. Davis, C. A. Maher & N. Noddings (eds.), Constructivist Views on the Teaching and Learning of Mathematics (Journal for Research in Mathematics Education Monograph No. 4), 107–122.
Confrey, J.: 1994, ‘A Theory of Intellectual Development (Part 1)’, For the Learning of Mathematics 14(3), 2–8.
Confrey, J.: 1995a, ‘A Theory of Intellectual Development (Part 2)’, For the Learning of Mathematics 15(1), 38–48.
Confrey, J.: 1995b, ‘A Theory of Intellectual Development (Part 3)’, For the Learning of Mathematics 15(2), 36–46.
Crawford, K.: 1994, Vygotsky in School: The Implications of Vygotskian Approaches to Activity, Learning and Development Paper presented at First International Conference ‘L. S. Vygotsky and School’, Eureka Free University, Moscow.
Crawford, K.: 1996, ‘Vygotskian Approaches to Human Development in the Information Era’, Educational Studies in Mathematics 31, 43–62.
Crawford, K. & Deer, E.: 1993, ‘Do We Practise What We Preach?: Putting Policy into Practise in Teacher Education’, South Pacific Journal of Teacher Education 21(2), 111–121.
Davis, B.: 1995, ‘Why Teach Mathematics? Mathematics Education and Enactivist Theory’, For the Learning of Mathematics 15(2), 2–9.
Davydov, V. V.: 1990, Types of Generalization in Instruction (Soviet Studies in Mathematics Education Vol. 2; J. Kilpatrick (ed.); J. Teller, trans.), National Council of Teachers of Mathematics, Reston, VA.
Dowling, P.: 1995, ‘A Language for the Sociological Description of Pedagogic Texts with Particular Reference to the Secondary School Mathematics Scheme SMP 11-16’, Collected Original Resources in Education, 19.
Ellsworth, E.: 1989, ‘Why Doesn’t This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy’, Harvard Educational Review 59(3), 297–324.
Ernest, P.: 1991, The Philosophy of Mathematics Education, Falmer, London.
Evans, J.: 1993, Adults and Numeracy, Unpublished Ph.D. thesis, University of London Library.
Evans, J. & Tsatsaroni, A.: 1994, ‘Language and “Subjectivity” in the Mathematics Classroom’, in S. Lerman (ed.), Cultural Perspectives on the Mathematics Classroom, Springer Science+Business Media Dordrecht,Dordrecht, 163–182.
Frankenstein, M.: 1981, ‘A Different Third R: Radical Math’, Radical Teacher 20, 14–18.
Gergen K. J.: 1985, ‘The Social Constructionist Movement in Modern Psychology’, American Psychologist 40(3), 266–275.
Goldin, J.: 1990, ‘Epistemology, Constructivism and Discovery Learning in Mathematics’, in R. B. Davis, C. A. Maher & N. Noddings (eds.), Constructivist Views on the Teaching and Learning of Mathematics (Journal for Research in Mathematics Education Monograph No. 4), 31–47.
Harré, R. & Gillett, G.: 1994, The Discursive Mind, Sage, London.
Henley, A.: 1990, The History of Mathematics as a Pedagogical Aid, with Special Reference to Negative Numbers. Unpublished M.Sc. dissertation, South Bank University.
Keitel, C. (ed.): 1989, Mathematics Education and Society, Unesco Document Series No. 35.
Lacan, J.: 1966, Ecrits I, Seuil, Paris.
Lave, J. & Wenger, E.: 1991, Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, New York.
Leont’ev, A. N.: 1981, ‘The Problem of Activity in Psychology’, in J. V. Wertsch (ed.), The Concept of Activity in Soviet Psychology, Sharpe, Armonk, NY, 37–71.
Leont’ev, A. N.: 1978, Activity, Consciousness and Personality, Prentice-Hall, Englewood Cliffs, NJ.
Lerman, S.: 1992, ‘The Function of Language in Radical Constructivism: A Vygotskian Perspective’, in Proceedings of Sixteenth Meeting of the International Group for the Psychology of Mathematics Education, Durham, New Hampshire, Vol. 2, 40–47.
Lerman, S.: 1993, ‘The Position of the Individual in Radical Constructivism: In Search of the Subject’ in J. Malone & P. Taylor (eds.), Constructivist Interpretations of Teaching and Learning Mathematics, Curtin University of Technology, Perth, 105–112.
Lerman, S. (ed.): 1994, Cultural Perspectives on the Mathematics Classroom, Springer Science+Business Media Dordrecht,Dordrecht.
Lerman, S.: 1995a, Teaching-Learning Negative Numbers: A Classroom Incident. Unpublished paper, Centre for Mathematics Education, South Bank University.
Lerman, S.: 1995b, ‘Mathematics Teaching for Empowerment and Equity: An Achievable Goal?’, in Proceedings of the Third British Congress on Mathematical Education, Vol. 1, 17–30.
Lerman, S.: 1996, ‘Intersubjectivity in Mathematics Learning: A Challenge to the Radical Constructivist Paradigm?’, Journal for Research in Mathematics Education 27, 133–150.
Lins, R. C.: 1994, ‘Eliciting the Meanings for Algebra Produced by Students: Knowledge, Justification and Semantic Fields’, in Proceedings of Eighteenth International Meeting of the Group for the Psychology of Mathematics Education, Lisbon, Portugal, Vol. 3, 184–191.
Luria, A. R.: 1973, The Working Brain, Penguin, Harmondsworth.
Masingila, J.: 1993, ‘Learning from Mathematics Practice in Out-of-School Situations’, For the Learning of Mathematics 13(2), 18–22.
Masingila, J. O., Davidenko, S. & Prus-Wisniowska, E.: 1996, ‘Mathematics Learning and Practice in and out of School: A Framework for Connecting These Experiences’, Educational Studies in Mathematics 31, 175–200.
Matos, J. F.: 1995, ‘Ethnographic Research Methodology and Mathematical Activity in the Classroom’, in Proceedings of Nineteenth International Meeting of the Group for the Psychology of Mathematics Education, Recife,Brazil Vol. 1, 211.
Mellin-Olsen, S.: 1987, The Politics of Mathematics Education, Springer Science+Business Media Dordrecht,Dordrecht.
Newman, F. & Holzman, L.: 1993, Lev Vygotsky: Revolutionary Scientist, Routledge, London.
Nickson, M.: 1992, ‘The Culture of the Mathematics Classroom: An Unknown Quantity?’, in D. Grouws (ed.), Handbook of Research on Mathematics Teaching and Learning, Macmillan, New York, 101–114.
Nickson, M. & Lerman, S. (eds.): 1992, The Social Context of Mathematics Education: Theory and Practice, South Bank Press, London.
Nunes, T., Schliemann, A. & Carraher, D.: 1993, Street Mathematics and School Mathematics, Cambridge University Press,New York.
Piaget, J.: 1964, ‘Development and Learning’, in R. E. Ripple & V. N. Rockcastle (eds.), Piaget Rediscovered, Cornell University Press, Ithaca, NY, 7–19.
Piaget, J.: 1971, Structuralism, Routledge & Kegan Paul, London.
Piaget, J. & Garcia, R.: 1989, Psychogenesis and the History of Science, Columbia University Press, New York.
Pimm, D.: 1994, ‘Attending to Unconscious Elements’, in Proceedings of the Eighteenth International Meeting of the Group for the Psychology of Mathematics Education, Lisbon, Portugal, Vol. 4, 41–48.
Santos, M.: 1995, ‘Mathematics Learning as Situated Learning’, in Proceedings of the Nineteenth International Meeting of the Group for the Psychology of Mathematics Education, Recife, Brazil, Vol. 1, 222.
Saxe, J.: 1991, Culture and Cognitive Development: Studies in Mathematical Understanding, Lawrence Erlbaum, Hillsdale, NJ.
Schliemann, A. D. & Acioly, N. M.: 1989, ‘Mathematical Knowledge Developed at Work: The Contribution of Practice versus the Contribution of Schooling’, Cognition and Instruction 6(3), 185–221.
Secada, W. G., Fennema, E. & Adajian, L. B. (eds.): 1995, New Directions for Equity in Mathematics Education, Cambridge University Press, Cambridge.
Sierpinska, A. & Lerman, S.: 1996, ‘Epistemologies of Mathematics and of Mathematics Education’, in A. Bishop (ed.), International Handbook on Mathematical Education, Springer Science+Business Media Dordrecht,Dordrecht, 827–876.
Steffe, L.P.: 1993, Interaction and Children’s Mathematics. Paper presented at American Educational Research Association, Atlanta, GA.
Von Glasersfeld, E.: 1983, ‘Learning as a Constructive Activity’, in Proceedings of the Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Montreal, Vol. 1, 41–69.
Von Glasersfeld, E.: 1989, ‘Cognition, Construction of Knowledge, and Teaching’, Synthese 80, 121–140.
Von Glasersfeld, E.: 1990a, ‘An Exposition of Constructivism: Why Some Like It Radical’, in R. B. Davis, C. A. Maher & N. Noddings (eds.), Constructivist Views on the Teaching and Learning of Mathematics (Journal for Research in Mathematics Education Monograph No. 4), 19–29.
Von Glasersfeld, E.: 1990b, ‘Environment and Communication’, in L. P. Steffe & T. Wood (eds.) Transforming Children’s Mathematics Education, Lawrence Erlbaum, Hillsdale, NJ, 30–38.
Von Glasersfeld, E.: 1991, ‘Knowing Without Metaphysics: Aspects of the Radical Constructivist Position’, in F. Steier (ed.), Research and Reflexivity, Sage, London, 12–29.
Vygotsky, L.: 1924/1979, ‘Consciousness as a Problem in the Psychology of Behaviour’, Soviet Psychology 17, 5–35.
Vygotsky, L.: 1978, Mind in Society, Harvard University Press, Cambridge, MA.
Vygotsky, L.: 1986, Thought and Language (revised edition, A. Kozulin, ed.), MIT Press, Cambridge, MA.
Walkerdine, V.: 1988, The Mastery of Reason, Routledge,London.
Wertsch, J. V.: 1990, ‘The Voice of Rationality in a Sociocultural Approach to Mind’, in L. C. Moll (ed.), Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology, Cambridge University Press,New York, 111–126.
Wood, T.: 1994, ‘Patterns of Interaction and the Culture of the Mathematics Classroom’, in S. Lerman (ed.), Cultural Perspectives on the Mathematics Classroom, Kluwer, Dordrecht, 149–168.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1998 Springer Science+Business Media New York
About this chapter
Cite this chapter
Lerman, S. (1998). Research on Socio-Cultural Perspectives of Mathematics Teaching and Learning. In: Sierpinska, A., Kilpatrick, J. (eds) Mathematics Education as a Research Domain: A Search for Identity. New ICMI Studies Series, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-5470-3_21
Download citation
DOI: https://doi.org/10.1007/978-94-011-5470-3_21
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-4600-5
Online ISBN: 978-94-011-5470-3
eBook Packages: Springer Book Archive