Working Group: Using Socio-Cultural theories in
mathematics education research
Lena Licon Khisty
University of Illinois-Chicago
llkhisty@uic.edu
Focus
and Aims of the Working Group
This Working Group began as a discussion group at PME-NA
1997 and first met as a Working Group during PME-NA 1998. Socio-cultural
theoretical perspectives have been used to frame research on learning and
teaching mathematics (for some examples see Educational Studies in Mathematics,
September 1995 Special Issue). There are multiple interpretations of what
socio-cultural perspectives say about learning and teaching and how these
phenomena can be studied. The aim of this Working Group is to present and
discuss different interpretations of socio-cultural perspectives and different applications
of these perspectives to research questions in mathematics education.
The central goal of the Working Group is to develop a shared
sense of the contributions that socio-cultural theories can make to research in
mathematics education by
a)
discussing
research conducted using these theoretical perspectives and
b)
by
analyzing sample data using concepts from these perspectives.
During the three sessions the participants will
discuss research conducted using socio-cultural theoretical perspectives, analyze
sample data using concepts from these perspectives, and discuss a selected
reading. These activities are intended to support participants in a) clarifying
which specific versions, aspects, or concepts of socio-cultural theories are
being invoked in different research, b) questioning key analytical concepts,
and c) exploring which aspects and concepts can be useful for framing further
research on learning and teaching mathematics.
The activities and discussion will address several ways to apply these
perspectives to research design, data analysis, curriculum development, and
teacher professional development. The anticipated follow-up activities for this
Working Group include planning for a continuation of the Working Group at
PME-NA 2001 and organizing collaborative writing projects on this topic.
Session 1
1)
Introduction and overview of the Working Group
2) Two
brief (5-10 minutes each) presentations by panel members providing examples of
how they have used socio-cultural theories in their research. The purpose for
these short presentations is to provide examples of how socio-cultural theories
have been applied and show several different perspectives in a structured way.
3) Participants will discuss a
segment of videotape data using a variety of socio-cultural perspectives,
sharing their own experiences in data analysis as part of the discussion.
Session 2
1) Two
brief (5-10 minutes each) presentations by panel members providing examples of
how they have used socio-cultural theories in their research.
2)
Discussion in small groups of a selected reading. The
reading will be available on the first day of the Working Group.
Session 3
1) Two
brief (5-10 minutes each) presentations by panel members providing examples of
how they have used socio-cultural theories in their research.
2)
Discussion in small groups focusing on the following questions: a) What aspects
of socio-cultural theories have participants used in their own mathematics
education research? b) What are the different socio-cultural perspectives? and
c) Are there common characteristics in studies from socio-cultural
perspectives?
Questions
for Presenters:
1)
How
have socio-cultural theories informed your research project(s)?
2)
What
specific aspects (concepts, methods, etc.) from socio-cultural theories have
you used in your research?
3)
In
what areas of your research were socio-cultural perspectives most useful
(research design, data analysis, curriculum development, teacher professional
development, etc.)?
4)
How
has your work extended or expanded socio-cultural concepts?
5)
Which
concept from socio-cultural theories do you find most puzzling? Most useful?
Most misunderstood?
References
Educational Studies in Mathematics (September, 1995). Socio-cultural approaches to
mathematics teaching and earning. Lerman, S. (Ed). Volume 31, Nos. 1-2