ERIC Number: ED476654
Record Type: Non-Journal
Publication Date: 2003-Apr-23
Reference Count: N/A
Understanding the Culture of Elementary Mathematics Classrooms in Transition.
This study probes in what ways the teacher and students create unequally successful student-centered mathematics classrooms and what kinds of learning opportunities arise for the students in these classrooms. A general guideline to the understanding of mathematics classroom culture is an emergent theoretical framework that fits well with the reform agenda for instruction. Findings of mathematics teaching and learning in five different classrooms, importance of sociomathematical norms, and implications for reform in mathematics education are discussed in this report. (KHR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Korea Research Foundation, Seoul.
Authoring Institution: N/A
Identifiers - Location: South Korea