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ERIC Number: EJ1266999
Record Type: Journal
Publication Date: 2020-Nov
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1863-9690
EISSN: N/A
Mathematics Teaching Has Its Own Imperatives: Mathematical Practice and the Work of Mathematics Instruction
Herbst, Patricio; Chazan, Daniel
ZDM: Mathematics Education, v52 n6 p1149-1162 Nov 2020
How should we expect growing understandings of the nature of mathematical practice to inform classroom mathematical practice? We address this question from a perspective that takes seriously the notion that mathematics education, as a societal enterprise, is accountable to multiple sets of stakeholders, with the discipline of mathematics being only one of them. As they lead instruction, teachers can benefit from the influence of understandings of mathematical practice but they also need to recognize obligations to other stakeholders. We locate how mathematics instruction may actively respond to the influence of the discipline of mathematics and we exemplify how obligations to other stakeholders may participate in the practical rationality of mathematics teaching as those influences are incorporated into instruction.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE1725837; ESI0353285; DRL1316241