Perspectives on Practice and Meaning in Mathematics and Science Classrooms
A team of researchers centred at the University of Melbourne, each with particular areas of expertise, contributed their analyses of a shared collection of videotape, interview, and documentary data. The result is a variegated picture of science and mathe
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Mathematics Education Library VOLUME 25
Managing Editor A.J. Bishop, Monash University, Melbourne, Australia
Editorial Board H. Bauersfeld, Bielefeld, Germany I.P. Becker, Illinois, U.S.A. G. Leder, Melbourne, Australia A. Sfard, Haifa, Israel O. Stovsmose, Aalborg, Denmark S. Turnau, Krakow, Poland
The titles published in this series are listed at the end of this volume.
PERSPECTIVES ON PRACTICE AND MEANING IN MATHEMATICS AND SCIENCE CLASSROOMS
Edited by
DAVID CLARKE University of Melbourne, Victoria, Australia
KLUWER ACADEMIC PUBLISHERS NEW YORK / BOSTON / DORDRECHT / LONDON / MOSCOW
eBook ISBN: Print ISBN:
0-306-47228-7 0-792-36938-6
©2002 Kluwer Academic Publishers New York, Boston, Dordrecht, London, Moscow Print ©2001 Kluwer Academic Publishers Dordrecht All rights reserved
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Editor’s Dedication To Sharon
TABLE OF CONTENTS Preface Acknowledgements Chapter 1: Negotiating Meanings - An Introduction
ix xi 1
David Clarke
Chapter 2: Complementary Accounts Methodology
13
David Clarke
Chapter 3: Untangling Uncertainty, Negotiation, and Intersubjectivity
33
David Clarke
Chapter 4: Accounting for Accounts of Learning Mathematics: Reading the ZPD in Videos and Transcripts
53
Stephen Lerman
Chapter 5: Mathematical Interactions and Their Influence on Learning
75
Derek Holton and Gill Thomas
Chapter 6: Interest in Learning and Classroom Interaction
105
Mary Ainley
Chapter 7: Cognitive Engagement in the Mathematics Classroom
131
Sue Helme and David Clarke
Chapter 8: Measuring Values in Classroom Teaching and Learning
155
Carol Lewis-Shaw
Chapter 9: Opportunities to Learn Science? Multiple Contexts at Work in a Science Classroom
197
Susan Rodrigues
Chapter 10: The Role of Gesture in Co-constructing Mathematical Understanding
231
Robert Reeve and Fiona Reynolds
Chapter 11 : Learning and Teaching from Ignorance to Understanding
255
John Baird
Chapter 12: Teaching/Learning
2 91
David Clarke
Appendices: A. Summary of Lessons Analysed B. Sample Integrated Text Author Index Subject Index
321 331 339 347
PREFACE This book represents the culmination of an unusual process of interpretation, negotiation and synthesis. It is the realisation of a vision of an integrated description of classroom practice and learning that motivated the research team members, who are also the chapter authors, during their analysis and in the subsequent integration of their results into the kaleidoscope that is this book. It is not complete. We would be the first to assert that any portrayal of a social setting as complex as a classroom is inevitably incomplete. But not, we think, without value. In part, it was our perception of the inadequacies of previous descriptions of classroo
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