|Marta Civil - email@example.com||
Department of Mathematics - University of Arizona
MATH 596a - Seminar on Research in
Education: Culture and Mathematics
Thursdays from 4:15 to 6:45 p.m.
Where: Math East 141
Instructor: Marta Civil 621-6873 firstname.lastname@example.org
The main theme of this seminar will be a socio-cultural approach to mathematics education. Our aim will be to discuss research that looks at cultural, social, and political issues in the teaching and learning of mathematics.
• Overview of learning theories in mathematics, with particular emphasis on “the social.”
• In-school mathematics and out-of-school mathematics
• Culture / language and mathematics education
• Social class and mathematics education
• The culture of the classroom: issues of participation; who has a voice?
To ensure the flavor of
seminar, students’ participation is crucial. Students need to
to class prepared, which in most cases will mean that they have read
carefully reflected upon the articles handed out for discussion.
There will be three main “activities” in this seminar:
a) Class participation (includes obvious evidence that you have read the articles). You will take turns in facilitating class discussion of specific topics.
b) Miscellaneous homework assignments (e.g., written responses to questions about the articles).
c) Research paper on a topic of your interest. This paper will include a critical review of the literature and, if appropriate, a small empirical research component.
Prerequisites: There are no formal prerequisites for this course. It is intended for graduate students who have a specific interest in mathematics education research either for their major or minor. I am hoping that the class will have a wide range of backgrounds and experiences with students from the Mathematics Department as well as from the College of Education (in particular, from Language, Reading and Culture, and from Teaching and Teacher Education).
Texts: We will rely mostly on a package of readings from leading journals in the field and from books. Here are a few of the sources:
Abreu, G. de, Bishop,
& Presmeg, N. C. (Eds.). (2002). Transitions
between contexts of mathematical
practices. Dordrecht, The Netherlands: Kluwer.
Adler, J. (2001). Teaching mathematics in multilingual classrooms. Dordrecht, The Netherlands: Kluwer.
Ascher, M. (1991). Ethnomathematics: A multicultural view of mathematical ideas. New York, NY: Chapman & Hall.
Atweh, B., Forgasz, H., & Nebres, B. (Eds.). (2001). Sociocultural research on mathematics education: An international perspective. Mahwah, NJ: Lawrence Erlbaum.
Baker, D., Clay, J., & Fox, C. (1996). Challenging ways of knowing in English, maths and science. Bristol, PA: Falmer Press.
Bishop, A. (1991). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht, The Netherlands: Kluwer.
Boaler, J. (Ed.) (2000). Multiple perspectives on mathematics teaching and learning. Westport, CT: Ablex.
Cooper, B. & Dunne, M. (2000). Assessing children’s mathematical knowledge: Social class, sex and problem solving. Philadelphia, PA: Open University Press.
Dowling, P. (1998). The sociology of mathematics education: Mathematical myths / pedagogic texts. Bristol, PA: Falmer Press.
Lerman, S. (Ed.). (1994). Cultural perspectives on the mathematics classroom. Dordrecht, The Netherlands: Kluwer.
Martin, D. B. (2000). Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Mahwah, NJ: Lawrence Erlbaum.
National Council of Teachers of Mathematics (1999-2002; different editors): the series of six books on Changing the Faces of Mathematics. Reston, VA: NCTM
Powell, A. & Frankenstein, M. (1997). Ethnomathematics: Challenging Eurocentrism in mathematics education. Albany, NY: SUNY.
||Topic / Readings|
Abreu, G. (1995). Understanding how children experience the
between home and school mathematics. Mind,Culture and
Bishop, A. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19, 179-191.
Knijnik, G. (1993). An ethnomathematical approach in mathematical education: A matter of political power. For the Learning of Mathematics, 13(2),
Masingila, J. (1994). Mathematics practice in carpet laying. Anthropology & Education Quarterly, 25(4), 430-462.
Presmeg, N. (1998). Ethnomathematics in teacher education. Journal of Mathematics Teacher Education, 1(3). [ONLINE- Library]
Class/ Reform / Assessment
Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33, 239-25.
Theule-Lubienski, S. (2000). Problem solving as a means toward mathematics for all: An exploratory look through a class lens. Journal for Research in Mathematics Education, 31, 454-482.
Schoenfeld, A. (2002). Making mathematics work for all children: Issues of standards, testing, and equity. Educational Researcher, 31(1), 13-25.
Pedagogy/ Social Justice/Curriculum implications
Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education,
Frankenstein, M. & Powell, A. (1994). Toward liberatory mathematics: Paulo Freire’s epistemology and ethnomathematics. In P. McLaren & C.
Lankshear (Eds.), Politics of liberation: Paths from Freire (pp. 74-99). London: Routledge.
Frankenstein, M. (1997). In addition to the mathematics: Including equity issues in the curriculum. In J. Trentacosta (Ed.), Multicultural and gender
equity in the mathematics classroom: The gift of diversity—1997 Yearbook (10-22). Reston, VA: NCTM.
- Feb 20-22
Reports on your current research / research interests
Looking at Culturally based curriculum / social justice curriculum
Comparisons/ TIMSS – related
Stigler, J. & Hiebert, J. (1999). Teaching is a cultural activity--Chapter 6 from The teaching gap: Best ideas from the world’s teachers for improving
education in the classroom. New York, NY: The Free Press (85-101).
Jacobs, J., Yoshida, M., Stigler, J., & Fernandez, C. (1997). Japanese and American teachers' evaluations of mathematics lessons: A new technique
for exploring beliefs. Journal of Mathematical Behavior 16(1), 7-24. [ONLINE – Library]
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States.
Mahwah, NJ: Lawrence Erlbaum (Chapters 4 & 5)
||Discourse / Interactions / Participation
Forman, E. (1996). Participation in classroom practice: Implications of sociocultural theory for educational reform. In L. Steffe, P. Nesher, P.Cobb,
G. Golding, B. Greer (Eds.), Theories of mathematical learning (115-130). Mahwah, NJ: Lawrence Erlbaum.
Wood, T. (1994). Patterns of interaction and the culture of mathematics classrooms. In S. Lerman (Ed.) Cultural perspectives on the mathematics
classroom (149-168). Boston: Kluwer.
Civil, M. (2002). Everyday mathematics, mathematicians’ mathematics, and school mathematics: Can we bring them together? In B. Brenner & J.
Moschkovich (Eds.), Everyday and academic mathematics in the classroom (40-62). Reston, VA: NCTM.
Zevenbergen, R. (2001). Mathematics, social class, and linguistic capital: An analysis of mathematics classroom interactions. In B. Atweh, H
Forgasz, & B. Nebres (Eds.), Sociocultural research on mathematics education: An international perspective (201-215). Mahwah, NJ: Lawrence
/ bilingual contexts and Mathematics
Licón Khisty, L. (1997). Making mathematics accessible to Latino students: Rethinking instructional practice. In J. Trentacosta (Ed.), Multicultural and gender equity in the mathematics classroom: The gift of diversity—1997 Yearbook (192-101)). Reston, VA: NCTM.
Moschkovich, J. (2002). A Situated and
Sociocultural Perspective on
Mathematics Learners. Mathematical
Thinking and Learning, 4
(ONLINE - Library)
of Knowledge – Project Bridge
Civil, M. & Andrade, R. (2002).
Transitions between home and school
mathematics: Rays of hope amidst the passing clouds. In G. De
A. Bishop, & N. Presmeg (Eds.), Transitions
between contexts of
practices (pp.149-169). Boston: Kluwer.
Burton, L. (1999). The practices of
mathematicians: what do they tell
about coming to know mathematics? Educational
Studies in Mathematics, 37
(2), 121-143. ONLINE
Burton, L. & Morgan, C. (2000).
Mathematicians writing. Journal for
Research in Mathematics Education, 31(4), 429-453.
Boaler, J. (2002).
the price for “sugar and spice”: Shifting the analytical lens in equity
Thinking and Learning, 2
Becker, J. R. (1995).
ways of knowing in mathematics. In P. Rogers & G. Kaiser (Eds.), Equity
in mathematics education: Influences of feminism and culture (163-174).
Washington, D.C.: Falmer Press.
/ political issues (Race, Ethnicity, Class)
Tate, W., & Rousseau, C. (2002).
Access and opportunity: The
political and social context of mathematics education. In L. English
(Ed.), Handbook of international reseach in mathematics
NJ: Lawrence Erlbaum.
Zevenbergen, R. (1996). Constructivism as a
discourse. Educational Studies
Mathematics, 31, 95-113.
||[AERA conference] Working on course projects|
and Mathematics Education
De Abreu, G., Cline, T., & Shamsi,
T. (2002). Exploring ways
parents participate in their children’s school mathematical learning:
studies in multiethnic primary schools. In G. De Abreu, A.
& N. Presmeg (Eds.), Transitions
between contexts of mathematical
(123-147). Boston, MA: Kluwer.
||Projects due; presentations.|
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