Creating opportunities to learn in mathematics education: a sociocultural perspective

Goos, Merrilyn (2014) Creating opportunities to learn in mathematics education: a sociocultural perspective. Mathematics Education Research Journal, 26 3: 439-457. doi:10.1007/s13394-013-0102-7

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Author Goos, Merrilyn
Title Creating opportunities to learn in mathematics education: a sociocultural perspective
Journal name Mathematics Education Research Journal   Check publisher's open access policy
ISSN 2211-050X
Publication date 2014-09
Year available 2014
Sub-type Article (original research)
DOI 10.1007/s13394-013-0102-7
Open Access Status Not Open Access
Volume 26
Issue 3
Start page 439
End page 457
Total pages 19
Place of publication Dordrecht, Netherlands
Publisher Springer Netherlands
Collection year 2015
Language eng
Formatted abstract
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.
Keyword Opportunities to learn
Sociocultural perspectives
Teacher development
Community of practice
Zone theory
Mathematics teacher educators
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 5 January 2014.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
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Citation counts: Scopus Citation Count Cited 1 times in Scopus Article | Citations
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Created: Tue, 18 Mar 2014, 16:50:33 EST by Ms Kathleen Mcleod on behalf of School of Education