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During the last decade there were significant advances in the study of students' learning and problem solving in mathematics, and in the study of classroom instruction. Because these two research programs usually have been conducted individually, it is generally agreed now that there is an increasing need for an integrated research program. This book represents initial discussions and development of a unified paradigm for studying teaching in mathematics that builds upon both cognitive as well as instructional research.
Preface
1. Research and Cognitively Guided Instruction
Thomas P. Carpenter, Elizabeth Fennema
2. Diversity, Equity, and Cognitivist Research
Walter G. Secada
3. Research on Learning and Instruction in Mathematics: The Role of Affect
Douglas B. McLeod
4. Curriculum and Teacher Development: Psychological and Anthropological Perspectives
Paul Cobb, Erna Yackel, Terry Wood
5. Connecting Mathematical Teaching and Learning
Magdalene Lampert
6. Methodologies for Studying Learning to Inform Teaching
James Hiebert, Diana Wearne
7. Intermediate Teachers' Knowledge of Rational Number Concepts
Thomas R. Post, Guershon Harel, Merlyn J. Behr and Richard Lesh
8. Improving Research in Mathematics Classroom Instruction
Douglas A. Grouws
Contributors
Index