http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Perspectives on Practice and Meaning in Mathematics and Science Classrooms
A team of researchers centred at the University of Melbourne, each with particular areas of expertise, contributed their analyses of a shared collection of videotape, interview, and documentary data. The result is a variegated picture of science and mathematics classrooms that challenges a research tradition that converges on the truth. In this book, we surround you with different images of the classroom. It is hoped that some will address issues of interest, some will confirm beliefs you have long held, some will challenge these same beliefs, and some may surprise you. The resulting account should appeal to educational researchers, research students, and practitioners with an interest in optimising the effectiveness of classrooms as environments for learning.
Negotiating Meanings — An introduction -- Complementary Accounts Methodology -- Untangling Uncertainty, Negotiation and Intersubjectivity -- Accounting for Accounts of Learning Mathematics: Reading the ZPD in Videos and Transcripts -- Mathematical Interactions and Their Influence on Learning -- Interest in Learning and Classroom Interactions -- Cognitive engagement in the Mathematics Classroom -- Measuring Values in Classroom Teaching and Learning -- Opportunities to Learn Science? Multiple Contexts at Work in a Science Classroom -- The Role of Gesture in Co-Constructing Mathematical Understanding -- Learning and Teaching: From Ignorance to Understanding -- Teaching/Learning.