A discipline apart: The challenges of 'Fostering a Community of Learners' in a mathematics classroom

Miriam Gamoran Sherin*, Edith Prentice Mendez, David A. Louis

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

28 Scopus citations

Abstract

This is the fifth in a series that examines the challenges that teachers in different domains face as they attempt to implement the pedagogical reform 'Fostering a Community of Learners' (FCL). Here we focus on the relationship between FCL and the teaching of mathematics. We argue that it is possible to teach mathematics through the FCL pedagogy, but that doing so requires some rethinking of both mathematics instruction and FCL. In particular, we describe three shifts that aided a teacher's implementation of FCL pedagogy with mathematics: the teacher developed a new perspective on mathematics that emphasized the importance of having students learn both mathematical concepts and processes; the teacher developed a new understanding of the role of the teacher in mathematics-education reform; and the teacher modified his understanding of FCL, coming to believe that a discourse community could be the basis for FCL pedagogy in a mathematics classroom.

Original languageEnglish (US)
Pages (from-to)207-232
Number of pages26
JournalJournal of Curriculum Studies
Volume36
Issue number2
DOIs
StatePublished - 2004

ASJC Scopus subject areas

  • Education

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