View in EDS

Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events

Saved in:
Bibliographic Details
Title: Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events
Language: English
Authors: Nemirovsky, Ricardo, Rosebery, Ann S., Solomon, Jesse
Source: Lawrence Erlbaum Associates (Bks). 2005.
Availability: Lawrence Erlbaum Associates. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Fax: 201-760-3735; e-mail: orders@erlbaum.com; Web site: http://www.erlbaum.com
Peer Reviewed: N
Page Count: 392
Publication Date: 2005
Intended Audience: Students; Teachers; Researchers
Document Type: Book
Collected Works - General
Education Level: Elementary Education
Grade 3
Grade 6
Descriptors: Mathematics Education, Science Education, Theory Practice Relationship, Instructional Design, Student Experience, Mathematical Logic, Validity, Concept Formation, Thinking Skills, Educational Environment, Learning Activities, Instructional Development, Science Activities, Teaching Methods, Arithmetic, Algebra, Mathematics Instruction, Science Instruction
ISBN: 978-0-8058-4722-2
Abstract: This book re-examines the dichotomy between the everyday and the disciplinary in mathematics and science education, and explores alternatives to this opposition from points of view grounded in the close examination of complex classroom events. It makes the case that students' everyday experience and knowledge in their entire manifold forms matter crucially in learning sciences and mathematics. The contributions of 13 research teams are organized around three themes: (1) the experiences of students in encounters with everyday matters of a discipline; (2) the concerns of curriculum designers, including teachers, as they design activities intended to focus on everyday matters of a discipline; and (3) the actions of teachers as they create classroom encounters with everyday matters of a discipline. As a whole the volume reflects the shift in the field of educational research in recent years away from formal, structural models of learning toward emphasizing its situated nature and the sociocultural bases of teaching and learning. At least two trends--increasing awareness that formal theories can be useful guides but are always partial and provisional in how they disclose classroom experiences, and the widespread availability of video and audio equipment that enables effortless recording of classroom interactions--have reoriented the field by allowing researchers and teachers to look at learning starting with complex classroom events rather than formal theories of learning. Such examinations are not meant to replace the work on general theoretical frameworks, but to ground them in actual complex events. This reorientation means that researchers and teachers can now encounter the complexity of learning and teaching as lived, human meaning-making experiences. Immersion in this complexity compels rethinking assumptions about the dichotomies that have traditionally organized the field's thinking about learning. Further, it has important implications for how the relationship between theory and practice in understanding teaching and learning is viewed. Following a preface and an introduction, this book is divided into three parts. Part I, Experiences of Students in Encounters with Everyday Matters of Science and Mathematics, offers the initial chapters of the book: (1) "Why Would Run Be in Speed?" Artifacts and Situated Actions in a Curricular Plan (S. Monk); (2) Mathematical Places (R. Nemirovsky); (3) Developing Concepts of Justification and Proof in a Sixth-Grade Classroom (C. Valentine, T. P. Carpenter, and M. Pligge); and (4) "Everyday" and "Scientific": Rethinking Dichotomies in Modes of Thinking in Science Learning. Part II, Actions of Teachers as They Participate in the Creation of Classroom Encounters with Everyday Matters of Science and Mathematics, continues with: (5) The Mathematics Behind the Graph: Discussions of Data (K. McClain); (6) Creating Mathematics Stories: Learning to Explain in a Third-Grade Classroom (E. Forman and E. Ansell); and (7) Instructional Contexts That Support Students' Transition from Arithmetic to Algebraic Reasoning: Elements of Tasks and Culture (M. L. Blanton and J. J. Kaput). Part III, Concerns of Curriculum Designers as They Develop Activities Intended to Focus on Everyday Matters of Science and Mathematics, presents the concluding chapters of the book: (8) Constructing a Learning Environment That Promotes Reinvention (E. Feijs); (9) Involving Students in Realistic Scientific Practice: Strategies for Laying Epistemological Groundwork (J. L. Cartier, C. M. Passmore, J. Stewart, and J. P. Willauer); (10) "What Are We Going to Do Next?": Lesson Planning as a Resource for Teaching (A. S. Rosebery); and (11) Exploration Zones: A Framework for Describing the Emergent Structure of Learning Activities (B. L. Sherin, F. S. Azevedo, and A. A. diSessa).
Abstractor: ERIC
Entry Date: 2006
Access URL: https://www.erlbaum.com/ME2/dirmod.asp?sid=28807ECF50FE49F0837125BE640E681F&nm=&type=eCommerce&mod=CommerceProductCatalog&mid=CD22EA0F118949C09A932248C040F650&tier=3&id=1137068CC3DF4FD3BAEF57BD616A8AC1&itemid=0-8058-4722-7
Accession Number: ED493764
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: ED493764
AccessLevel: 3
PubType: Book
PubTypeId: book
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Nemirovsky%2C+Ricardo%22">Nemirovsky, Ricardo</searchLink><br /><searchLink fieldCode="AR" term="%22Rosebery%2C+Ann+S%2E%22">Rosebery, Ann S.</searchLink><br /><searchLink fieldCode="AR" term="%22Solomon%2C+Jesse%22">Solomon, Jesse</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Lawrence+Erlbaum+Associates+%28Bks%29%22"><i>Lawrence Erlbaum Associates (Bks)</i></searchLink>. 2005.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Lawrence Erlbaum Associates. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Fax: 201-760-3735; e-mail: orders@erlbaum.com; Web site: http://www.erlbaum.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 392
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2005
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Students; Teachers; Researchers
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Book<br />Collected Works - General
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Logic%22">Mathematical Logic</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Development%22">Instructional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Activities%22">Science Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Arithmetic%22">Arithmetic</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink>
– Name: ISBN
  Label: ISBN
  Group: ISBN
  Data: 978-0-8058-4722-2
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This book re-examines the dichotomy between the everyday and the disciplinary in mathematics and science education, and explores alternatives to this opposition from points of view grounded in the close examination of complex classroom events. It makes the case that students' everyday experience and knowledge in their entire manifold forms matter crucially in learning sciences and mathematics. The contributions of 13 research teams are organized around three themes: (1) the experiences of students in encounters with everyday matters of a discipline; (2) the concerns of curriculum designers, including teachers, as they design activities intended to focus on everyday matters of a discipline; and (3) the actions of teachers as they create classroom encounters with everyday matters of a discipline. As a whole the volume reflects the shift in the field of educational research in recent years away from formal, structural models of learning toward emphasizing its situated nature and the sociocultural bases of teaching and learning. At least two trends--increasing awareness that formal theories can be useful guides but are always partial and provisional in how they disclose classroom experiences, and the widespread availability of video and audio equipment that enables effortless recording of classroom interactions--have reoriented the field by allowing researchers and teachers to look at learning starting with complex classroom events rather than formal theories of learning. Such examinations are not meant to replace the work on general theoretical frameworks, but to ground them in actual complex events. This reorientation means that researchers and teachers can now encounter the complexity of learning and teaching as lived, human meaning-making experiences. Immersion in this complexity compels rethinking assumptions about the dichotomies that have traditionally organized the field's thinking about learning. Further, it has important implications for how the relationship between theory and practice in understanding teaching and learning is viewed. Following a preface and an introduction, this book is divided into three parts. Part I, Experiences of Students in Encounters with Everyday Matters of Science and Mathematics, offers the initial chapters of the book: (1) "Why Would Run Be in Speed?" Artifacts and Situated Actions in a Curricular Plan (S. Monk); (2) Mathematical Places (R. Nemirovsky); (3) Developing Concepts of Justification and Proof in a Sixth-Grade Classroom (C. Valentine, T. P. Carpenter, and M. Pligge); and (4) "Everyday" and "Scientific": Rethinking Dichotomies in Modes of Thinking in Science Learning. Part II, Actions of Teachers as They Participate in the Creation of Classroom Encounters with Everyday Matters of Science and Mathematics, continues with: (5) The Mathematics Behind the Graph: Discussions of Data (K. McClain); (6) Creating Mathematics Stories: Learning to Explain in a Third-Grade Classroom (E. Forman and E. Ansell); and (7) Instructional Contexts That Support Students' Transition from Arithmetic to Algebraic Reasoning: Elements of Tasks and Culture (M. L. Blanton and J. J. Kaput). Part III, Concerns of Curriculum Designers as They Develop Activities Intended to Focus on Everyday Matters of Science and Mathematics, presents the concluding chapters of the book: (8) Constructing a Learning Environment That Promotes Reinvention (E. Feijs); (9) Involving Students in Realistic Scientific Practice: Strategies for Laying Epistemological Groundwork (J. L. Cartier, C. M. Passmore, J. Stewart, and J. P. Willauer); (10) "What Are We Going to Do Next?": Lesson Planning as a Resource for Teaching (A. S. Rosebery); and (11) Exploration Zones: A Framework for Describing the Emergent Structure of Learning Activities (B. L. Sherin, F. S. Azevedo, and A. A. diSessa).
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2006
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://www.erlbaum.com/ME2/dirmod.asp?sid=28807ECF50FE49F0837125BE640E681F&nm=&type=eCommerce&mod=CommerceProductCatalog&mid=CD22EA0F118949C09A932248C040F650&tier=3&id=1137068CC3DF4FD3BAEF57BD616A8AC1&itemid=0-8058-4722-7" linkWindow="_blank">http://www.erlbaum.com/ME2/dirmod.asp?sid=28807ECF50FE49F0837125BE640E681F&nm=&type=eCommerce&mod=CommerceProductCatalog&mid=CD22EA0F118949C09A932248C040F650&tier=3&id=1137068CC3DF4FD3BAEF57BD616A8AC1&itemid=0-8058-4722-7</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED493764
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED493764
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 392
    Subjects:
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Mathematical Logic
        Type: general
      – SubjectFull: Validity
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Instructional Development
        Type: general
      – SubjectFull: Science Activities
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Arithmetic
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Science Instruction
        Type: general
    Titles:
      – TitleFull: Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Nemirovsky, Ricardo
      – PersonEntity:
          Name:
            NameFull: Rosebery, Ann S.
      – PersonEntity:
          Name:
            NameFull: Solomon, Jesse
      – PersonEntity:
          Name:
            NameFull: Nemirovsky, Ricardo
      – PersonEntity:
          Name:
            NameFull: Rosebery, Ann S.
      – PersonEntity:
          Name:
            NameFull: Solomon, Jesse
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2005
          Identifiers:
            – Type: isbn-print
              Value: 978-0-8058-4722-2
          Titles:
            – TitleFull: Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events
              Type: main
ResultId 1