id: 06356568
dt: j
an: 2014f.00175
au: Goos, Merrilyn
ti: Creating opportunities to learn in mathematics education: a sociocultural
perspective.
so: Math. Educ. Res. J. 26, No. 3, 439-457 (2014).
py: 2014
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: C30 C60
ut: opportunities to learn; sociocultural perspectives; teacher development;
community of practice; Valsiner; zone theory; mathematics teacher
educators
ci:
li: doi:10.1007/s13394-013-0102-7
ab: Summary: The notion of ‘opportunities to learn in mathematics
education’ is open to interpretation from multiple theoretical
perspectives, where the focus may be on cognitive, social or affective
dimensions of learning, curriculum and assessment design, issues of
equity and access, or the broad policy and political contexts of
learning and teaching. In this paper, I conceptualise opportunities to
learn from a sociocultural perspective. Beginning with my own research
on the learning of students and teachers of mathematics, I sketch out
two theoretical frameworks for understanding this learning. One
framework extends Valsiner’s zone theory of child development, and
the other draws on Wenger’s ideas about communities of practice. My
aim is then to suggest how these two frameworks might help us
understand the learning of others who have an interest in mathematics
education, such as mathematics teacher educator-researchers and
mathematicians. In doing so, I attempt to move towards a synthesis of
ideas to inform mathematics education research and development.
rv: