Session Information
24 SES 05, Problem Solving and Pupil Strategies
Paper Session
Contribution
Method
Expected Outcomes
References
Bernstein, B. (1990). The structuring of pedagogic discourse. London: Routledge. Bernstein, B. (1996). Pedagogy, symbolic control and identity: theory, research, critique. London: Taylor and Francis. Cooper, B., and Dunne, M. (2000). Assessing children’s mathematical knowledge: social class, sex and problem solving. Buckingham: Open University. Dowling, P. (1998). The sociology of mathematics education: mathematical myth/pedagogical texts. London: Routledge Falmer. Gellert, U. (2008). Validity and relevance: comparing and combining two sociological perspectives on mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 40(2), 215-224. Gellert, U., and Hümmer, A.-M. (2008). Soziale Konstruktion von Leistung im Unterricht. Zeitschrift für Erziehungswissenschaft, 11(2), 288-311. JMB (2005). Mathematical problem solving: what we know and where we are going. Special Issue of The Journal of Mathematical Behavior, 24(3-4), 217-406. Knipping, C., Reid, D.A., Gellert, U., and Jablonka, E. (2007). The emergence of disparity in performance in mathematics classrooms. In J.F. Matos, P. Valero and K. Yasukawa (Eds.), Proceedings of the Fifth International Mathematics and Society Conference (pp. 320-329). Lisbon: Universidade de Lisboa. Schoenfeld, A. (1992). Learning to think mathematically: problem solving, metacognition, and sense making in mathematics. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 334-370). New York: Macmillan. Sturm, J. (2000). Swimming in the pool: key incident analysis as an ethnographic tool to construct knowledge on (multilingual) education. In I. Gogolin and S. Kroon (Eds.), Man schreibt, wie man spricht. Ergebnisse einer international vergleichenden Fallstudie über Unterricht in vielsprachigen Klassen (pp. 139-171). Münster: LIT.
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