Mathematics Education: Exploring the Culture of Learning

By Barbara Allen; Sue Johnston-Wilder | Go to book overview

Index

a
ability grouping:
history 195 -8;
research study 198 - 216 ;
see also mixed ability grouping;
setting
achievement:
and ability grouping 196 -7;
and setting 201 -16
algebra proofs:
computer construction of 162 -7
anxiety:
about SATs 222 -4, 226 -7;
caused by setting 204 -6
assessment:
contextualised 58 , 69 - 88 ;
diagrams used in 134 -45;
formative 240 ;
influence on curriculum 227 ;
influence on teaching practice 228 -9;
informal 58 - 67 ;
and positional identity 236 -7;
and pupils' self-definitions as learners 221 -6;
and social inequity 57 - 67 , 69 - 88 ;
summative 236 -7, 239 -40;
see also National Curriculum assessments
author/ity of pupils 45 - 55 , 94 -5, 104 , 109 -11
authority, external:
learning through 44 -5

b
Bennett, Neville:
teaching model 30 -1, 32 f
Bourdieu, Pierre:
theoretical constructs 119 -22

c
classroom:
communication 123 -4;
power relationships 59 - 60 ;
rival discourses 146 -57;
social interactions 98 - 112 , 119 -32
classroom cultures:
community of practice 91 - 113 ;
and informal assessment 58 - 67 ;
unofficial 146 -57;
and zone of proximal development (ZPD) 97 -8
classroom practices see teaching practices
cognition see learning
communication:
rival classroom discourses 146 -57;
role of computers 159 -71;
role of diagrams 134 -45;
teacher-pupil dialogue 98 - 105 , 119 -32
community of practice:
barriers to adoption 112 -13;
establishing in secondary school 91 - 114 ;
pupils' beliefs 107 -8;
pupils' participation 109 -10;
pupils' resistance 111 -12;
and teacher-pupil interactions 98 - 105 ;
teacher's role 100 -5;
and ZPD 94 -8
competition:
result of SATs 228 -9;
result of setting 205 -6, 235 -6;
result of summative assessment 236 -7
computers:
role in mathematics learning 159 -71
cultural capital:
and mathematics learning 119 -21
curriculum:
computers and 161 -2, 170 -1

d
developmental psychology:
and sociology of learning 27 - 30
diagrams:
naturalistic 142 -4;
as performance indicators 134 -7;
role in communication 134 -45;
teachers' interpretations of 137 -45
discussion:
and pupils' author/ity 109 -11;
unofficial 146 -57

e
enquiry mathematics:
and rival classroom discourse 146 -57
external authority:
learning through 44 -5

f
females:
and mathematics 17 - 19 , 205 ;
and realistic tests 70

g
gender:
and mathematics 17 - 19
geometry proofs:
computer construction of 168 -9
girls:
and mathematics 17 - 19 , 205 ;
and realistic tests 70

-243-

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