Book Review: Student voice in mathematics classrooms around the world. Berinderjeet Kaur, Glenda Anthony, Minoru Ohtani, and David Clarke (Eds.) (2013)
- 217 Downloads
This is a wonderful book that includes a set of chapters to focus on a unique yet important topic, student voice. This book contains 12 chapters contributed by 22 scholars from 10 education systems (i.e., Australia, the Czech Republic, Hong Kong, Japan, mainland China, New Zealand, Norway, Singapore, Sweden, and the USA). As a volume of the book series “The Learner’s Perspective Study” (LPS), readers can quickly learn that this volume is derived from a large-scale well-publicized international classroom study. Based on a carefully designed international collaboration with data collected from many participating education systems, this volume presents the mathematics education community with another important contribution to what we can learn about students’ learning experience through their voice, from classrooms around the world.
What can we expect to learn from reading this book?
As the fourth volume of the book series edited by David Clarke, this book can potentially be overlooked as...
- Blömeke, S., Hsieh, F.-J., Kaiser, G., & Schmidt, W. H. (Eds.). (2013). International perspectives on teacher knowledge, beliefs and opportunities to learn: TEDS-M results. Dordrecht: Springer.Google Scholar
- Clarke, D., Emanuelsson, J., Jablonka, E., & Mok, I. A. C. (Eds.). (2006). Making connections: Comparing mathematics classrooms around the world. Rotterdam: Sense.Google Scholar
- Clarke, D., Keitel, C., & Shimizu, Y. (Eds.). (2006). Mathematics classrooms in twelve countries: The insider’s perspective. Rotterdam: Sense.Google Scholar
- Kim, H. S., & Markus, H. R. (2002). Freedom of speech and freedom of silence: An analysis of talking as a cultural practice. In R. A. Shweder, M. Minow, & H. R. Markus (Eds.), Engaging cultural differences: The multicultural challenge in liberal democracies (pp. 432–452). New York: Russell Sage.Google Scholar
- Li, Y., & Lappan, G. (Eds.). (2014). Mathematics curriculum in school education. Dordrecht: Springer.Google Scholar
- Li, Y., Silver, E. A., & Li, S. (Eds.). (2014). Transforming mathematics instruction: Multiple approaches and practices. Cham: Springer.Google Scholar
- Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah: Lawrence Erlbaum Associates.Google Scholar
- Ministry of Education of the People’s Republic of China. (2011). The mathematics course standards for compulsory education. Beijing: Beijing Normal University Publishing Group.Google Scholar
- National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author.Google Scholar
- Schmidt, W. H., McKnight, C. C., Houang, H., Wiley, D. E., Cogan, L. S., & Wolfe, R. G. (2001). Why schools matter: A cross-national comparison of curriculum and learning. San Francisco: Jossey-Bass.Google Scholar
- Shimizu, Y., Kaur, B., Huang, R., & Clarke, D. (Eds.). (2010). Mathematical tasks in classrooms around the world. Rotterdam: Sense.Google Scholar
- Stevenson, H. W., & Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Simon and Schuster.Google Scholar
- Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York: Free Press.Google Scholar
- Sullivan, P., & Wood, T. (Eds.). (2008). Knowledge and beliefs in mathematics teaching and teaching development. Rotterdam: Sense.Google Scholar