Contexts for Learning: Sociocultural Dynamics in Children's Development

By Ellice A. Forman; Norris Minick et al. | Go to book overview

which neither side can come out the winner. From this perspective, my job [as a mathematics teacher] would involve the tension between . . . pushing students to achieve and providing a comfortable learning environment, between covering the curriculum and attending to individual understanding" (p. 183). This conflict, in concrete form, is the tension between the cognitive and anthropological perspectives as it is realized in the lives of teachers.


Note

The project discussed in this chapter is supported by the National Science Foundation under grant MDR-885-0560 and by the Spencer Foundation. All opinions expressed are, of course, solely those of the authors.

Several notions central to this chapter were elaborated during the course of discussions with Heinrich Bauersfeld, Gotz Krummheuer, and Jorg Voigt at the University of Bielefeld, Germany.


References

Barnes B. ( 1982). T. S. Kuhn and social science. New York: Columbia University Press.

Barnes D., & Todd F. ( 1977). Communicating and learning in small groups London: Routledge & Kegan Paul.

Bateson G. ( 1973). Steps to an ecology of mind. London: Paladin.

Bauersfeld H. ( 1980). Hidden dimensions in the so-called reality of a mathematics classroom. Educational Studies in Mathematics, 11, 23-41.

Bauersfeld H. ( 1988). Interaction, construction, and knowledge: alternative perspectives for mathematics education. In T. Cooney & D. Grouws (eds.). Effective mathematics teaching (pp. 27-46). Reston, VA: National Council of Teachers of Mathematics and Lawrence Erlbaum.

Bernstein R. J. ( 1983). Beyond objectivism and relativism: science, hermeneutics, and praxis. Philadelphia: University of Pennsylvania Press.

Bloor D. ( 1983). Wittgenstein: a social theory of knowledge. New York: Columbia University Press.

Blumer H. ( 1969). Symbolic interactionism: perspectives and method. Englewood Cliffs, NJ: Prentice Hall.

Bruner J. S. ( 1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.

Carraher T. N., Carraher D. W., & Schliemann A. D. ( 1985). Mathematics in the streets and in schools. British Journal of Developmental Psychology, 3, 21-29.

Cazden C. B. ( 1986). Classroom discourse. In M. C. Wittrock (ed.). The handbook of research on teaching ( 3rd ed.). New York: Macmillan.

Cobb P. ( 1989). Experiential, cognitive, and anthropological perspectives in mathematics education. For the Learning of Mathematics, 9 (2), 32-42.

Cobb P. ( 1990). Multiple perspectives. In L. P. Steffe & T. Wood (eds.). Transform-ing children's mathematics education: international perspectives

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