The DOI matches its Crossref record; 60 of the 60 references it cites were found in a registry or an index.
When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching
Abstract
This paper describes a research and development project in teaching designed to examine whether and how it might be possible to bring the practice of knowing mathematics in school closer too what it means to know mathematics within the discipline by deliberately altering the roles and responsibilities of teacher and students in classroom discourse. The project was carried out as a regular feature of lessons in fifth-grade mathematics in a public school. A case of teaching and learning about exponents derived from lessons taught in the project is described and interpreted from mathematical, pedagogical, and sociolinguistic perspectives. To change the meaning of knowing and learning in school, the teacher initiated and supported social interactions appropriate to making mathematical arguments in response to students’ conjectures. The activities students engaged in as they asserted and examined hypotheses about the mathematical structures that underlie their solutions to problems are contrasted with the conventional activities that characterize school mathematics.
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Cites
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The Interpretation of Cultures
Fenn, R., & Geertz, C. (1974) · Journal for the Scientific Study of Religion · doi:10.2307/1384392 · Cited by 19,154
Knowledge and teaching: Foundations of the new reform
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The Interpretation of Cultures
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Handbook of research on teaching
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Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
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Classroom Discourse: The Language of Teaching and Learning
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Cited by
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning?
Putnam, R. T., & Borko, H. (2000) · Educational Researcher · doi:10.2307/1176586 · Cited by 3,338
Hofer, B. K., & Pintrich, P. R. (1997) · Review of Educational Research · doi:10.3102/00346543067001088 · Cited by 3,181
Policy Implementation and Cognition: Reframing and Refocusing Implementation Research
Spillane, J. P., Reiser, B. J., & Reimer, T. (2002) · Review of Educational Research · doi:10.3102/00346543072003387 · Cited by 1,908
SOCIAL CONSTRUCTIVIST PERSPECTIVES ON TEACHING AND LEARNING
Palincsar, A. S. (1998) · Annual Review of Psychology · doi:10.1146/annurev.psych.49.1.345 · Cited by 1,565
Ryan, A. M., & Patrick, H. (2001) · American Educational Research Journal · doi:10.3102/00028312038002437 · Cited by 1,315
Metadata
- Authors
- Lampert, M.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 1990
- Volume
- 27
- Issue
- 1
- Pages
- 29
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W1963516460
- Cited by
- 1,367
- References
- 60
- FWCI
- 114.81
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
