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ERIC Number: ED431609
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
The Community of the Mathematics Classroom: Situated Insights into Knowledge Development and Use.
Boaler, Jo
This paper continues the analysis of data from 3-year case studies of two United Kingdom schools presented in an earlier edition of the Journal of Research in Mathematics Education (v29, n1) in order to illustrate the use of a particular situated method of interpretation. Various classroom incidents are analyzed, demonstrating that the constraints and affordances of formalized mathematics classrooms to which students become attuned contribute to the development of learning identities that are peculiar to the school mathematics classroom but are of limited use to students in the "real world." An understanding of the mathematics classroom as a particular community of practice is central to this analysis. Contains 40 references. (Author/NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom