Sometime This Semester: Old Readings
Piaget, J. (1970). Structuralism.
New York: Basic Books, Inc., pp. 3-36, pp. 52-73, & pp.136-143.
Plato. (380 BCE). Meno. Trans. Benjamin Jowett. (1949).
Prentice Hall.
Strauss,
A. & Corbin, J. (1990). Basics of Qualitative Research: Grounded
Theory Procedures and Techniques. Sage Publications, Newsbury Park, California.
August 30: Hypothetical Learning Trajectory
Simon, M. (1995). Reconstructing
Mathematics Pedagogy from a Constructivist Perspective. Journal
for Research in Mathematics Education, 26, 114-145.
Oehrtman, M. (2002). Collapsing Dimensions, Physical Limitation, and
other Student Metaphors for Limit Concepts: An Instrumentalist Investigation
into Calculus Students’ Spontaneous Reasoning, Doctoral Dissertation,
The University of Texas, Austin, TX. pp. 146-230.
September 6 (Labor Day): Identity &
Interest
(optional) Cobb, P., Hodge, L. Visnovska,
J. & Zhao, Q. (unpublished). An Initial
Contribution to the Development of a Design Theory of Mathematical Interests:
The Case of Statistical Data Analysis.
(optional) Cobb, P. & Hodge, L. (unpublished). An Interpretive Scheme for Analyzing the Identities
that Students Develop in Mathematics Classrooms.
September 13: Participation
Sfard, A. (1998). On Two Metaphors for
Learning and the Dangers of Choosing Just One. Educational Researcher,
27, 4-13.
Cobb, P.(2000). Conducting
Teaching Experiments in Collaboration with Teachers. In Handbook
of Research Design in Mathematics and Science Education, edited by Kelly,
A. & Lesh, R. Mahway, NJ: Lawrence
Erlbaum Associates. 307-333.
September 20: Teaching Experiment Methodology
Prawat, R. & Floden, R. (1994).
Philosophical Perspectives on Constructivist Views of Learning. Educational
Psychologist, 29, 37-48.
Steffe, L., & Thompson, P. (2000). Teaching Experiment Methodology: Underlying Principles and
Essential Elements. In Richard Lesh & Anthony Kelley (Eds.) The Handbook of Research Design
in Mathematics and Science Education. Mahwah, NJ: Lawrence Erlbaum. pp. 267-304.
September 27: Socio-Constructivism
Vygotsky, L. (1987). The Development of Scientific Concepts in Childhood. In R. W. Rieber and A. S. Carton (eds.) The Collected
Works of L.S. Vygotsky. Vol. 1, 167-241.
October 4: Emergent Perspective
Yackel, E., & Cobb,
P. (1996). Sociomathematical Norms, Argumentation, and Autonomy in Mathematics. Journal for Research in Mathematics Education,.
27, 458-477.
Cobb., P. & Yackel, E. (1996).
Constructivist, emergent, and sociocultural perspectives in the context
of developmental research. Educational
Psychologist, 31, 155-177.
October 11: Realistic Mathematics Education
Gravemeijer, K. (1999).
How Emergent Models May Foster the Constitution of Formal Mathematics. Mathematical Thinking and Learning, 1,
155-177.
Gravemeijer, K.,
Cobb, P., Bowers, J. and Whitenack, J. (2000). Symbolizing, Modeling, and Instructional Design. In Paul Cobb, Erna Yackel, & Kay McClain (Eds.) Symbolizing and Communicating in Mathematics Classrooms: Perspectives
on Discourse, Tools, and Instructional Design. Mahwah, NJ:
Erlbaum and Associates. 225-273.
Gravemeijer, K., & Doorman,
M. (1999). Context Problems in Realistic Mathematics
Education: A Calculus Course as an Example. Educational Studies in Mathematics. 39,
111-129.
October 18: Socio-Constructivism
Hickey, D. (1997). Motivation and Contemporary
Socio-Constructivist Instructional Perspectives. Educational Psychologist, 32, 175-193.
Wertsch, J. (1991). A
Sociocultural Approach to Socially Shared Cognition. In
L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on Socially
Shared Cognition, Washington
D.C: American Psychological Association, 85-100.
October 25: Socio-Constructivism
Salamon, G. & Perkins, D. (1997). Individual and Social Aspects of Learning. In Review of
Research in Education, 23, 1-24.
Simon, M. (1996). Beyond Inductive and Deductive
Reasoning: The Search for a Sense of Knowing. Educational Studies in Mathematics,
30, 197-210.
Wertsch, J. & Rupert, L. (1993). The Authority
of Cultural Tools in a Sociocultural Approach to Mediated Agency. Cognition and instruction, 11, 227-239.
November 1: Teaching Experiment
Ball, D. (2000). Working on the Inside: Using
One’s Own Practice as a Site for Studying Teaching and Learning. In Handbook
of Research Design in Mathematics and Science Education, edited by Kelly,
A. & Lesh, R. Mahwah, NJ: Lawrence Erlbaum Associates. 365-402.
Bowers, J. & Nickerson, S. (2001).
Identifying Cyclic Patterns of Interaction to Study Individual and Collective
Learning. Mathematical Thinking and Learning, 3(1), 1 – 28.
November 8: Teaching Experiment
Lesh, R. & Lehrer, R. (2000).
Iterative Refinement Cycles for Videotape Analyses of Conceptual Change.
In Richard Lesh & Anthony Kelley (Eds.)The Handbook of Research Design
in Mathematics and Science Education. Mahwah, NJ: Lawrence Erlbaum. pp.
665-711.
November 15: Discourse Analysis
Sfard, A. (2000). Steering
(dis)course between metaphor and rigor: Using focal analysis to investigate
the emergence of mathematical objects. Journal
for Research in Mathematics Education, 31(3), 296-327.
Brown, T. (1996). Intention and
Significance in the Teaching and Learning of Mathematics. Journal for
Research in Mathematics Education, 27, 52-66.
November 22: Discourse Analysis
Sfard, A. (2000). Symbolizing
mathematical reality into being: How mathematical discourse and mathematical
objects create each other. In P. Cobb, K. E. Yackel, & K. McClain (Eds),
Symbolizing and communicating: perspectives on Mathematical Discourse,
Tools, and Instructional Design (pp. 37-98). Mahwah, NJ: Erlbaum.
Jordan, B. & Henderson, A. (1995).
Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4(1), 39-103.
November 29: Discourse Analysis
Sfard. A. (2001). There is More to
Discourse Than Meets the Ears: Looking at Thinking as Communicating to Learn
More About Mathematics Learning. Educational
Studies in Mathematics, 46, 13-57.
December 6: Projects