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Cited by 1,367

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

Lampert, Magdalene·1990·American Educational Research Journal
DOI 10.2307/1163068
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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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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)
DOI
10.2307/1163068
OpenAlex
W1963516460
Cited by
1,367
References
60
FWCI
114.81
Type
journal article
Language
en
Open access
closed

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

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