Table of Contents

Introduction: The Intricacies of Knowledge, Practice, and Theory by Jo Boaler
The Social Turn in Mathematics Education Research by Stephen Lerman
The Importance of a Situated View of Learning to the Design of Research and Instruction by Paul Cobb
Interweaving Content and Pedagogy in Teaching and Learning to Teach: Knowing and Using Mathematics by Deborah Loewenberg Ball and Hyman Bass
Who Counts What As Math? Emergent and Assigned Mathematics Problems in a Project-Based Classroom by Reed Stevens
Effects of Dominant and Subordinate Masculinities on Interactions in a Collaborative Learning Classroom by Mary Barnes
Identity, 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 Zevenbergen
Better Assessment in Mathematics Education? A Social Perspective by Candia Morgan
Mathematics Reform Through Conservative Modernization? Standards, Markets, and Inequality in Education by Michael W. Apple
Indexes

About the Author

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.

Reviews

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

The contributors variously employ sociological, anthropological, psychological, sociocultural, political, and mathematical perspectives to produce powerful analyses of mathematics teaching and learning.
*Adolescence*