ERIC Number: ED205390
Record Type: RIE
Publication Date: 1981-Jun-24
Reference Count: 0
The Social Basis of Math Teaching and Learning. Final Report.
Orvik, James M.; Van Veldhuizen, Philip A.
This study was designed to identify a set of research questions and testable hypothesis to aid in planning long-range research. Five mathematics teachers were selected. These instructors enrolled in a special project-related seminar, video-taped sessions of their own mathematics classes, and kept field journals. The group met once a week to discuss required readings, view video tapes, and relate and discuss examples of classroom episodes and encounters. Hypotheses were developed in: (1) inter-student communication, and (2) the relationship between social events and cognitive change. Researchable questions were also raised as to the relationship between social status and treatment status in classroom interaction. It was also hypothesized that the extent to which students and teachers are willing to pass over breaches of mathematical rules is an indicator of their social motivations to do the work necessary to get schooling accomplished. The investigation focused on three main areas and their interrelationships: (1) the cognitive characteristics of learners and teachers; (2) the nature of mathematical tasks; and (3) teacher/learner social interaction in cross-cultural situations. (Author/MP)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Identifiers: Mathematics Education Research
Note: Contains occasional light and broken type.