In this paper, we draw on our recent research to inspect again some of the theoretical perspectives we have been using to analyze data and to characterize teaching-learning in university settings. We focus particularly, within a sociocultural perspective on Activity Theory and the construct the "Teaching Triad," seeking to embed the…

Understanding the secondary--tertiary transition is not only an educational matter, but also an inclusion and equality matter as mathematics qualifications lead to better employment and better earning for students. Research on what causes the crisis associated to this transition has so far focused on the impact of cognitive and epistemological…

In India, a curriculum reform inspired by critical perspectives has sought to transform primary mathematics teaching and learning. It is aimed at strengthening socio-cultural-political connections between school mathematics and students' life experiences, thereby challenging traditional textbook culture. At the same time, this initiative has…

The issue of subjectivity has recently occasioned a lively discussion in this journal opposing socioculturalism and Lacanian psychoanalysis. By confronting Luis Radford's cultural theory with Jacques Lacan's psychoanalysis, Tony Brown sought to show the limitations of socioculturalism. This article takes advantage of that discussion to develop a…

Presents a cultural, discursive psychology for mathematics education that takes language and discursive practices as central in that meanings precede us and we are constituted within language and the associated practices, in the multiple settings within which we grow up and participate. (Author/MM)

Discusses the growing interest in and focus on the social and cultural context of the mathematics classroom in mathematics education research. (MKR)

Presents the way in which language issues have become a relevant factor in research that aims to study the socio-cultural aspects of mathematics education in classrooms with a high percentage of immigrant students. Illustrates the fact that, even if the mathematical language can be considered universal, the language of doing mathematics within the…

Examines the multiple voices of educational reform in the discourse of a third grade classroom community. Integrates the social and the individual as well as the past, present, and future in analysis of the discourse in this classroom community. Discusses implications for understanding one of the dilemmas of educational reform and advancing…

Suggests that debate on cultural issues in mathematics provided by the critique of ethnomathematics must be based on contemporary writing in the field and should not focus on extreme views within the political justification for ethnomathematics. Addresses philosophical questions raised by Rowlands and Carson and comments on preliminary results…

Adopts a sociocultural perspective to investigate the role of discourse in children and teacher mathematical meaning making in a 5th grade inquiry classroom. Examines the process whereby individual and group developmental trajectories are constructed and allows exploration of the relationship between discourse and knowing. Argues for a more…

Comments on the papers presented in this special edition of this journal. The papers present a major step in conceptualizing what is happening in mathematics classrooms. Suggests that research on discourse in the mathematics classroom should proceed on the present high level of empirical analysis. (Author/MM)

Explores the teaching of four elementary teachers as they incorporated a model of culturally relevant teaching into their mathematics instruction. Examines how teachers sought to: (1) foster critical mathematical thinking and critical consciousness; (2) build on informal mathematical and cultural knowledge; and (3) utilize empowerment orientations…

Comments on the papers presented in this special edition of this journal. Discusses the papers insofar as they have illuminated the agenda of a mathematics education researcher or served to move the community beyond the unproductive split between individual and social research perspectives. (Author/MM)

Classifies ethnomathematics in relation to the teaching of formal, academic mathematics. Investigates whether ethnomathematics should replace academic mathematics, be a supplement to the mathematics curriculum, be used as a springboard for academic mathematics, or be taken into consideration when preparing learning situations. Suggests that only…

Documents, compares, and analyzes the nature of spatial reasoning by practitioners (plumbers) in the workplace and students in the school setting while constructing solids, with given specifications, from plane surfaces. Results confirm the power of activity theory and its methodology in explaining and identifying the structural differences…