Student voice in mathematics classrooms around the world:
Saved in:
| Other Authors: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Rotterdam
SensePublishers
2013
|
| Series: | Learner's perspective study
|
| Subjects: | |
| Online Access: | FAW01 FAW02 Volltext |
| Item Description: | Includes indexes Online resource; title from PDF title page (SpringerLink, viewed September 9, 2013) |
| Physical Description: | 1 online resource (viii, 250 pages) |
| ISBN: | 1306202728 9462093482 9462093490 9462093504 9781306202725 9789462093485 9789462093492 9789462093508 |
Staff View
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| 245 | 1 | 0 | |a Student voice in mathematics classrooms around the world |c edited by Berinderjeet Kaur, Nanyang Technological University, Singapore, Glenda Anthony, Massey University, New Zealand, Minoru Ohtani, Kanazawa University, Japan, and David Clarke, Melbourne University, Australia |
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| 505 | 8 | |a The Learner's Perspective Study ascribes to the premise that the investigation of social practice within the mathematics classrooms must attend to the learners practice with at least the same priority as that accorded to the teachers practice. In focusing on student voice within this partnership, as enacted in many different guises across different cultures and socio-political learning environments, we hope that we will be better informed to understand the relationship between pedagogy and learning mathematics, and between pedagogy and the empowerment of diverse learners. Research findings from the Learner's Perspective Study reported in this book and its companion volumes affirm just how culturally-situated are the practices of classrooms around the world and the extent to which students are collaborators with the teacher, complicit in the development and enactment of patterns of participation that reflect individual, societal and cultural priorities and associated value systems. | |
| 505 | 8 | |a In this book, we attend closely to this collaboration with our focus on the voice of the student. Collectively, the authors consider how the deliberate inclusion of student voice can be used to enhance our understandings of mathematics classrooms, of mathematics learning, and of mathematics outcomes for students in classrooms around the world. The Learner's Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. | |
| 505 | 8 | |a In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterization of practice in the classrooms of competent teachers and the development of theory | |
| 505 | 8 | 0 | |t The learner's perspective study |t Spoken mathematics as an instructional strategy |t Students speaking mathematics |t Students at the front |t Participation of students in content-learning classroom discourse |t Martina's Voice |t What do students attend to? students' task-related attention in swedish settings |t Students and their teacher in a didactical situation |t Developing mathematical proficiency and democratic agency through participation -- An analysis of teacher-student dialogues in a Norwegian 9th grade classroom |t Matches or Discrepancies |t What really matters to students? A comparison between Hong Kong and Singapore mathematics lessons |t Student Perceptions of the 'Good' Teacher and 'Good' Learner in New Zealand Classrooms |t Appendix |r Glenda Anthony, Berinderjeet Kaur, David Clarke, and Minoru Ohtani -- |r David Clarke, Li Hua Xu, and May Ee Vivien Wan -- |r David Clarke, Li Hua Xu, and May Ee Vivian Wan -- |r Yiming Cao, Kan Guo, Liping Ding, and Ida A.C. Mok -- |r Berinderjeet Kaur -- |r Florenda Gallos Cronberg and Jonas Emanuelsson -- |r Rimma Nyman and Jonas Emanuelsson -- |r Jarmila Novotná and Alena Hošpesová -- |r Ole Kristian Bergem and Birgit Pepin -- |r Rongjin Huang and Angela T. Barlow -- |r Ida Ah Chee Mok King Woon Yau, Berinderjeet Kaur, Yan Zhu and King Woon Yau -- |r Glenda Anthony -- |r David Clarke |
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| 650 | 4 | |a Mathematik | |
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Record in the Search Index
| _version_ | 1804175387189575680 |
|---|---|
| any_adam_object | |
| author2 | Kaur, Berinderjeet 1955- |
| author2_role | edt |
| author2_variant | b k bk |
| author_additional | Glenda Anthony, Berinderjeet Kaur, David Clarke, and Minoru Ohtani -- David Clarke, Li Hua Xu, and May Ee Vivien Wan -- David Clarke, Li Hua Xu, and May Ee Vivian Wan -- Yiming Cao, Kan Guo, Liping Ding, and Ida A.C. Mok -- Berinderjeet Kaur -- Florenda Gallos Cronberg and Jonas Emanuelsson -- Rimma Nyman and Jonas Emanuelsson -- Jarmila Novotná and Alena Hošpesová -- Ole Kristian Bergem and Birgit Pepin -- Rongjin Huang and Angela T. Barlow -- Ida Ah Chee Mok King Woon Yau, Berinderjeet Kaur, Yan Zhu and King Woon Yau -- Glenda Anthony -- David Clarke |
| author_facet | Kaur, Berinderjeet 1955- |
| building | Verbundindex |
| bvnumber | BV043031026 |
| collection | ZDB-4-EBA |
| contents | The Learner's Perspective Study ascribes to the premise that the investigation of social practice within the mathematics classrooms must attend to the learners practice with at least the same priority as that accorded to the teachers practice. In focusing on student voice within this partnership, as enacted in many different guises across different cultures and socio-political learning environments, we hope that we will be better informed to understand the relationship between pedagogy and learning mathematics, and between pedagogy and the empowerment of diverse learners. Research findings from the Learner's Perspective Study reported in this book and its companion volumes affirm just how culturally-situated are the practices of classrooms around the world and the extent to which students are collaborators with the teacher, complicit in the development and enactment of patterns of participation that reflect individual, societal and cultural priorities and associated value systems. In this book, we attend closely to this collaboration with our focus on the voice of the student. Collectively, the authors consider how the deliberate inclusion of student voice can be used to enhance our understandings of mathematics classrooms, of mathematics learning, and of mathematics outcomes for students in classrooms around the world. The Learner's Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterization of practice in the classrooms of competent teachers and the development of theory The learner's perspective study Spoken mathematics as an instructional strategy Students speaking mathematics Students at the front Participation of students in content-learning classroom discourse Martina's Voice What do students attend to? students' task-related attention in swedish settings Students and their teacher in a didactical situation Developing mathematical proficiency and democratic agency through participation -- An analysis of teacher-student dialogues in a Norwegian 9th grade classroom Matches or Discrepancies What really matters to students? A comparison between Hong Kong and Singapore mathematics lessons Student Perceptions of the 'Good' Teacher and 'Good' Learner in New Zealand Classrooms Appendix |
| ctrlnum | (OCoLC)857765679 (DE-599)BVBBV043031026 |
| dewey-full | 510.71 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 510 - Mathematics |
| dewey-raw | 510.71 |
| dewey-search | 510.71 |
| dewey-sort | 3510.71 |
| dewey-tens | 510 - Mathematics |
| discipline | Mathematik |
| format | Electronic eBook |
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| id | DE-604.BV043031026 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:15:29Z |
| institution | BVB |
| isbn | 1306202728 9462093482 9462093490 9462093504 9781306202725 9789462093485 9789462093492 9789462093508 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-028455676 |
| oclc_num | 857765679 |
| open_access_boolean | |
| owner | DE-1046 DE-1047 |
| owner_facet | DE-1046 DE-1047 |
| physical | 1 online resource (viii, 250 pages) |
| psigel | ZDB-4-EBA ZDB-4-EBA FAW_PDA_EBA |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | SensePublishers |
| record_format | marc |
| series2 | Learner's perspective study |
| spelling | Student voice in mathematics classrooms around the world edited by Berinderjeet Kaur, Nanyang Technological University, Singapore, Glenda Anthony, Massey University, New Zealand, Minoru Ohtani, Kanazawa University, Japan, and David Clarke, Melbourne University, Australia Rotterdam SensePublishers 2013 1 online resource (viii, 250 pages) txt rdacontent c rdamedia cr rdacarrier Learner's perspective study Includes indexes Online resource; title from PDF title page (SpringerLink, viewed September 9, 2013) The Learner's Perspective Study ascribes to the premise that the investigation of social practice within the mathematics classrooms must attend to the learners practice with at least the same priority as that accorded to the teachers practice. In focusing on student voice within this partnership, as enacted in many different guises across different cultures and socio-political learning environments, we hope that we will be better informed to understand the relationship between pedagogy and learning mathematics, and between pedagogy and the empowerment of diverse learners. Research findings from the Learner's Perspective Study reported in this book and its companion volumes affirm just how culturally-situated are the practices of classrooms around the world and the extent to which students are collaborators with the teacher, complicit in the development and enactment of patterns of participation that reflect individual, societal and cultural priorities and associated value systems. In this book, we attend closely to this collaboration with our focus on the voice of the student. Collectively, the authors consider how the deliberate inclusion of student voice can be used to enhance our understandings of mathematics classrooms, of mathematics learning, and of mathematics outcomes for students in classrooms around the world. The Learner's Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterization of practice in the classrooms of competent teachers and the development of theory The learner's perspective study Spoken mathematics as an instructional strategy Students speaking mathematics Students at the front Participation of students in content-learning classroom discourse Martina's Voice What do students attend to? students' task-related attention in swedish settings Students and their teacher in a didactical situation Developing mathematical proficiency and democratic agency through participation -- An analysis of teacher-student dialogues in a Norwegian 9th grade classroom Matches or Discrepancies What really matters to students? A comparison between Hong Kong and Singapore mathematics lessons Student Perceptions of the 'Good' Teacher and 'Good' Learner in New Zealand Classrooms Appendix Glenda Anthony, Berinderjeet Kaur, David Clarke, and Minoru Ohtani -- David Clarke, Li Hua Xu, and May Ee Vivien Wan -- David Clarke, Li Hua Xu, and May Ee Vivian Wan -- Yiming Cao, Kan Guo, Liping Ding, and Ida A.C. Mok -- Berinderjeet Kaur -- Florenda Gallos Cronberg and Jonas Emanuelsson -- Rimma Nyman and Jonas Emanuelsson -- Jarmila Novotná and Alena Hošpesová -- Ole Kristian Bergem and Birgit Pepin -- Rongjin Huang and Angela T. Barlow -- Ida Ah Chee Mok King Woon Yau, Berinderjeet Kaur, Yan Zhu and King Woon Yau -- Glenda Anthony -- David Clarke Education (general) MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Mathematics / Study and teaching fast Mathematik Mathematics Study and teaching Mathematikunterricht (DE-588)4037949-8 gnd rswk-swf Internationaler Vergleich (DE-588)4120509-1 gnd rswk-swf Mathematikunterricht (DE-588)4037949-8 s Internationaler Vergleich (DE-588)4120509-1 s 1\p DE-604 Kaur, Berinderjeet 1955- edt Erscheint auch als Druck-Ausgabe Student voice in mathematics classrooms around the world http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=643869 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Student voice in mathematics classrooms around the world The Learner's Perspective Study ascribes to the premise that the investigation of social practice within the mathematics classrooms must attend to the learners practice with at least the same priority as that accorded to the teachers practice. In focusing on student voice within this partnership, as enacted in many different guises across different cultures and socio-political learning environments, we hope that we will be better informed to understand the relationship between pedagogy and learning mathematics, and between pedagogy and the empowerment of diverse learners. Research findings from the Learner's Perspective Study reported in this book and its companion volumes affirm just how culturally-situated are the practices of classrooms around the world and the extent to which students are collaborators with the teacher, complicit in the development and enactment of patterns of participation that reflect individual, societal and cultural priorities and associated value systems. In this book, we attend closely to this collaboration with our focus on the voice of the student. Collectively, the authors consider how the deliberate inclusion of student voice can be used to enhance our understandings of mathematics classrooms, of mathematics learning, and of mathematics outcomes for students in classrooms around the world. The Learner's Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterization of practice in the classrooms of competent teachers and the development of theory The learner's perspective study Spoken mathematics as an instructional strategy Students speaking mathematics Students at the front Participation of students in content-learning classroom discourse Martina's Voice What do students attend to? students' task-related attention in swedish settings Students and their teacher in a didactical situation Developing mathematical proficiency and democratic agency through participation -- An analysis of teacher-student dialogues in a Norwegian 9th grade classroom Matches or Discrepancies What really matters to students? A comparison between Hong Kong and Singapore mathematics lessons Student Perceptions of the 'Good' Teacher and 'Good' Learner in New Zealand Classrooms Appendix Education (general) MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Mathematics / Study and teaching fast Mathematik Mathematics Study and teaching Mathematikunterricht (DE-588)4037949-8 gnd Internationaler Vergleich (DE-588)4120509-1 gnd |
| subject_GND | (DE-588)4037949-8 (DE-588)4120509-1 |
| title | Student voice in mathematics classrooms around the world |
| title_alt | The learner's perspective study Spoken mathematics as an instructional strategy Students speaking mathematics Students at the front Participation of students in content-learning classroom discourse Martina's Voice What do students attend to? students' task-related attention in swedish settings Students and their teacher in a didactical situation Developing mathematical proficiency and democratic agency through participation -- An analysis of teacher-student dialogues in a Norwegian 9th grade classroom Matches or Discrepancies What really matters to students? A comparison between Hong Kong and Singapore mathematics lessons Student Perceptions of the 'Good' Teacher and 'Good' Learner in New Zealand Classrooms Appendix |
| title_auth | Student voice in mathematics classrooms around the world |
| title_exact_search | Student voice in mathematics classrooms around the world |
| title_full | Student voice in mathematics classrooms around the world edited by Berinderjeet Kaur, Nanyang Technological University, Singapore, Glenda Anthony, Massey University, New Zealand, Minoru Ohtani, Kanazawa University, Japan, and David Clarke, Melbourne University, Australia |
| title_fullStr | Student voice in mathematics classrooms around the world edited by Berinderjeet Kaur, Nanyang Technological University, Singapore, Glenda Anthony, Massey University, New Zealand, Minoru Ohtani, Kanazawa University, Japan, and David Clarke, Melbourne University, Australia |
| title_full_unstemmed | Student voice in mathematics classrooms around the world edited by Berinderjeet Kaur, Nanyang Technological University, Singapore, Glenda Anthony, Massey University, New Zealand, Minoru Ohtani, Kanazawa University, Japan, and David Clarke, Melbourne University, Australia |
| title_short | Student voice in mathematics classrooms around the world |
| title_sort | student voice in mathematics classrooms around the world |
| topic | Education (general) MATHEMATICS / Essays bisacsh MATHEMATICS / Pre-Calculus bisacsh MATHEMATICS / Reference bisacsh Mathematics / Study and teaching fast Mathematik Mathematics Study and teaching Mathematikunterricht (DE-588)4037949-8 gnd Internationaler Vergleich (DE-588)4120509-1 gnd |
| topic_facet | Education (general) MATHEMATICS / Essays MATHEMATICS / Pre-Calculus MATHEMATICS / Reference Mathematics / Study and teaching Mathematik Mathematics Study and teaching Mathematikunterricht Internationaler Vergleich |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=643869 |
| work_keys_str_mv | AT kaurberinderjeet studentvoiceinmathematicsclassroomsaroundtheworld |