Elizabeth Fennema - Integrating Research on Teaching and Learning Mathematics (S U N Y Series, Reform in Mathematics Education)
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Integrating Research on Teaching and Learning Mathematics (S U N Y Series, Reform in Mathematics Education)
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Integrating Research On Teaching and Learning Mathematics SUNY Series, Reform in Mathematics Education
author
:
Fennema, Elizabeth.; Carpenter, Thomas P.; Lamon, Susan J.
publisher
:
State University of New York Press
isbn10 | asin
:
0791405230
print isbn13
:
9780791405239
ebook isbn13
:
9780585092973
language
:
English
subject
Mathematics--Study and teaching--Research--Congresses.
publication date
:
1991
lcc
:
QA11.A1I446 1991eb
ddc
:
510/.71
subject
:
Mathematics--Study and teaching--Research--Congresses.
Page i
Integrating Research on Teaching and Learning Mathematics
Page ii
SUNY Series, Reform in Mathematics Education
Judith Sowder,EDITOR
The preparation of this book was supported by the Office for Educational Research and Improvement, United States Department of Education (Grant Number G00870279) and by the Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison. The opinions expressed in this publication do not necessarily reflect the views of the Office for Educational Research and Improvement or the wisconsin Center for Education Research.
Page iii
Integrating Research on Teaching and Learning Mathematics
Edited by Elizabeth Fennema Thomas P. Carpenter Susan J. Lamon
State University of New York Press
Page iv
Published by State University of New York Press, Albany
1991 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles and reviews.
For information, address the State University of New York Press, State University Plaza, Albany, NY 12246
Production by Christine M. Lynch Marketing by Bernadette LaManna
Library of Congress Cataloging-in-Publication Data
Integrating research on teaching and learning mathematics / edited by Elizabeth Fennema, Thomas P. Carpenter, Susan J. Lamon. p. cm.(SUNY series, reform in mathematics. Education) "The First Wisconsin Symposium for Research on Teaching and Learning Mathematics took place in May 1988 in Madison, Wisconsin, and sponsored by the Instruction/Learning Works Group"P. 11. Includes bibliographical references. ISBN 0-7914-0522-2 (alk. paper).ISBN 0-7914-0523-0 (pbk.: alk. paper) 1. MathematicsStudy and teachingResearchCongresses. I. Fennema, Elizabeth. II. Carpenter, Thomas P. III. Lamon, Susan J., 1949- . IV. Wisconsin Symposium on Research on Teaching and Learning Mathematics (1st: 1988: Madison, Wis.). V. National Center for Research in Mathematical Sciences Education. Instruction/Learning Work Group. VI. Series. QA11.A1I446 1991 510.71dc2090-9709 CIP
10 9 8 7 6 5 4 3 2
Page v
Contents
Preface
vii
1. Research and Cognitively Guided Instruction
Thomas P. Carpenter, Elizabeth Fennema
1
2. Diversity, Equity, and Cognitivist Research
Walter G. Secada
17
3. Research on Learning and Instruction in Mathematics: The Role of Affect
Douglas B. McLeod
55
4. Curriculum and Teacher Development: Psychological and Anthropological Perspectives
Paul Cobb, Erna Yackel, Terry Wood
83
5. Connecting Mathematical Teaching and Learning
Magdalene Lampert
121
6. Methodologies for Studying Learning to Inform Teaching
James Hiebert, Diana Wearne
153
7. Intermediate Teachers' Knowledge of Rational Number Concepts
Thomas R. Post, Guershon Harel, Merlyn J. Behr and Richard Lesh
177
8. Improving Research in Mathematics Classroom Instruction
Douglas A. Grouws
199
Contributors
217
Index
219
Page vii
Preface
In the last decade, there have been significant advances in the study of students' learning and problem solving in mathematics and in the study of classroom instruction. For the most part, however, these two programs of research have been conducted in relative isolation from one another. There is a growing awareness among researchers that an integrated program of research is needed that takes into account what we know about students' learning and what we know about classroom instruction. This monograph represents the efforts of researchers with diverse backgrounds to address the problem of developing a unified paradigm for studying teaching that builds upon both cognitive and instructional research.
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