The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.
Learning Mathematics in a Classroom Community of Inquiry
Abstract
This article considers the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom. Sociocultural theories of learning provide the framework for examining teaching and learning practices in a single classroom over a two-year period. The notion of the zone of proximal development (ZPD) is invoked as a fundamental framework for explaining learning as increasing participation in a community of practice characterized by mathematical inquiry. The analysis draws on classroom observation and interviews with students and the teacher to show how the teacher established norms and practices that emphasized mathematical sense-making and justification of ideas and arguments and to illustrate the learning practices that students developed in response to these expectations.
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Cites
Situated Learning: Legitimate Peripheral Participation.
Bloch, M., Lave, J., & Wenger, E. (1994) · Man · doi:10.2307/2804509 · Cited by 39,454
THE ROLE OF TUTORING IN PROBLEM SOLVING *
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851
Bruner, J. (1986) · doi:10.4159/9780674029019 · Cited by 8,657
National Council of Teachers of Mathematics
(1979) · The Mathematics Teacher · doi:10.5951/mt.72.8.0637 · Cited by 8,499
Apprenticeship in thinking: cognitive development in social context
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Lampert, M. (1990) · American Educational Research Journal · doi:10.2307/1163068 · Cited by 1,367
Qualitative Analysis on Stage: Making the Research Process More Public
Anfara, V. A., Brown, K. M., & Mangione, T. L. (2002) · Educational Researcher · doi:10.3102/0013189x031007028 · Cited by 1,362
Stein, M. K., Grover, B. W., & Henningsen, M. (1996) · American Educational Research Journal · doi:10.2307/1163292 · Cited by 1,306
Contexts for learning: sociocultural dynamics in children's development
(1994) · Choice Reviews Online · doi:10.5860/choice.31-6160 · Cited by 693
Open and Closed Mathematics: Student Experiences and Understandings
Boaler, J. (1998) · Journal for Research in Mathematics Education · doi:10.2307/749717 · Cited by 596
Cited by
The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms
Walshaw, M., & Anthony, G. (2008) · Review of Educational Research · doi:10.3102/0034654308320292 · Cited by 395
Supporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom
Staples, M. (2007) · Cognition and Instruction · doi:10.1080/07370000701301125 · Cited by 196
Decolonizing Aboriginal Education in the 21st Century
Munroe, E. A., Borden, L. L., Murray Orr, A., Toney, D., & Meader, J. (2013) · McGill Journal of Education · doi:10.7202/1020974ar · Cited by 76
Metadata
- Authors
- Goos, M.
- Venue
- Journal for Research in Mathematics Education
- Published
- 2004-07-01
- Volume
- 35
- Issue
- 4
- Pages
- 258
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W2015142109
- Cited by
- 358
- References
- 26
- FWCI
- 39.49
- 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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