MATHEMATICS TEACHING AND LEARNING
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Abstract
This paper focuses on advances in the study of mathematics teaching and learning since the publication of the first edition of the Handbook of Educational Psychology (Berliner & Calfee, editors) in 1996. Because of the scope of the review, comprehensive coverage is not possible. In what follows I have chosen to focus thematically on major areas in which progress has been made or where issues at the boundaries of theory and practice are controversial.[1] These areas include: research focusing on issues of teacher knowledge and aspects of professional development; issues of curriculum development, implementation, and assessment; issues of equity and diversity; and issues of learning in context(s). The chapter concludes with a discussion of the state of the field and its contextual surround. To provide the context for what follows, this chapter begins with a brief historical review. The story line starts at the turn of the 20th century, with increasing attention given to more current trends. The topics addressed include demographics, curriculum content, and the philosophical and epistemological underpinnings of curricula, research methods, and findings
[1] This approach, like any approach to mapping out a huge territory, results in some unfortunate omissions. Many fine pieces of work, specifically, many studies that focus on learning and conceptual growth in particular mathematical topic areas, are not discussed here. Nor is the role of technology in mathematics learning. Readers with specific interests in these topics will want to consult the forthcoming Second Handbook of Research on Mathematics Teaching and Learning (Lester, in preparation).
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References
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