Inside the Mathematics Class: Sociological Perspectives on Participation, Inclusion, and Enhancement (Advances in Mathematics Education)

This volume is a forward–looking intersection of Sociological perspectives on mathematics classrooms and socio-political perspectives on mathematics education. The first perspective has generated a substantial body of knowledge in the mathematics education. Interactionist research has deepened our understanding of interaction processes, socio-mathematical norms and the negotiation of meaning, generating a ‘micro-sociology’ or a ‘micro-ethnography’ of the mathematics classroom. More recently, socio-political perspectives on mathematics education interrelate educational practices in mathematics with macro-social issues of social equity, class, and race and with the policies that regulate institutionalized mathematics education. This book documents, strings together and juxtaposes research that uses ethnographical classroom data to explain, on the one hand, how socio-political issues play out in the mathematics class. On the other hand, it illuminates how class, race etc. affect the micro-sociology of the mathematics classroom. The volume advances the knowledge in the field by providing an empirical grounding of socio-political research on mathematics education, and it extends the frame in which mathematical classroom cultures are conceived. Front Matter ....Pages i-x Zooming-In: The Sociological Gaze and the Mathematics Classroom (Uwe Gellert)....Pages 1-34 The Recognition of Pedagogic Rights in Mathematics Classrooms: A Framework for Reflecting Implicit Normative Assumptions in the Sociology of Mathematics Education (Hauke Straehler-Pohl, Michael Sertl)....Pages 35-59 Front Matter ....Pages 61-61 Resistance from Within the Mathematics Classroom: Silences, Strategies, and Subjectivities (Lisa Björklund Boistrup, Joakim Samuelsson)....Pages 63-82 “What might really happen?” – Reflections on Implicit Practices and Teachers’ Perspectives in the Context of ‘Realistic’ School Mathematics (Nikola Leufer, Nina Bohlmann)....Pages 83-102 Language Diversity Builds Mathematics Learning as Much as Mathematics Learning Builds Language Diversity (Núria Planas)....Pages 103-118 Differential Enhancement in Mathematical Pre-School Class Activities (Ola Helenius, Maria L. Johansson, Troels Lange, Tamsin Meaney, Anna Wernberg)....Pages 119-144 Agency, Materiality, and Mathematics Learning in a Preschool Classroom (Eva Norén)....Pages 145-164 Front Matter ....Pages 165-165 Racism and Mathematics Education in a Racial Democracy: Views from the Classroom (Luz Valoyes-Chávez)....Pages 167-189 Storytelling in a Fifth Grade Mathematics Classroom: Matters of Content and Personhood (Kara Jackson)....Pages 191-207 Deaf Students Learning Mathematics: Interactive Patterns, Participation, and Inclusion (Inês Borges)....Pages 209-228 Participation in Argumentation (Jenny Christine Cramer, Christine Knipping)....Pages 229-244 Front Matter ....Pages 245-245 Humanizing and Dehumanizing Trends in a Critical Math Classroom (Andrew Brantlinger)....Pages 247-268 Gendered Positions and Participation in Whole Class Discussions in the Mathematics Classroom (Laura Black, Darinka Radovic)....Pages 269-289 A Discourse-Based Framework for Identifying Authority Structures in Mathematics Classrooms (David Wagner, Beth Herbel-Eisenmann)....Pages 291-313 Meta-Rules of Discursive Practice in Mathematics Classrooms from Seoul, Shanghai and Tokyo (Lihua Xu, David Clarke)....Pages 315-334 Front Matter ....Pages 335-335 Commentary: In Search for Common Ground (Eva Jablonka)....Pages 337-341 "This volume is a forward-looking intersection of Sociological perspectives on mathematics classrooms and socio-political perspectives on mathematics education. The first perspective has generated a substantial body of knowledge in mathematics education. Interactionist research has deepened our understanding of interaction processes, socio-mathematical norms and the negotiation of meaning, generating a 'micro-sociology' or a 'micro-ethnography' of the mathematics classroom. More recently, socio-political perspectives on mathematics education interrelate educational practices in mathematics with macro-social issues of social equity, class, and race and with the policies that regulate institutionalized mathematics education. This book documents, strings together and juxtaposes research that uses ethnographical classroom data to explain, on the one hand, how socio-political issues play out in the mathematics class. On the other hand, it illuminates how class, race etc. affect the micro-sociology of the mathematics classroom. The volume advances the knowledge in the field by providing an empirical grounding of socio-political research on mathematics education, and it extends the frame in which mathematical classroom cultures are conceived." -- Prové de l'editor