Allen, Barbara & Johnson-Wilder, Sue, Editors (2004)
Mathematics Education: Exploring the Culture of Learning.
London: RoutledgeFalmer.
In their introduction, Editors Allen and Johnson-Wilder state that the purpose of Mathematics Education: Exploring the Culture of Learning is to “bring together readings which explore the culture of learning in a mathematics classroom” (p. 1). The editors have selected thirteen previously published articles considered relevant to the themes of 1) Culture of the mathematics classroom - including equity and social justice, 2) Communication in mathematics classrooms, and 3) Pupils’ and teachers’ perceptions. In support of the readings, the volume contains numerous figures and tables.
The book, as Allen and Johnson-Wilder have affirmed, is suitable for postgraduate students in the field of mathematics education as well as professional mathematics educators, mentors and advisors. The initial purpose of this book, however, was for students in ME 825, Researching Mathematics Learning at the United Kingdom’s Open University where the editors are actively engaged in the field of mathematics education.
The organization of the book is exceptional and provides the reader with the opportunity to preview each of the three sections by means of an overview written by the editors. Additionally, each article has an abstract or overview as well as summarizing statements.
The editors are accurate in their belief that the articles are of interest to those in the field of mathematics education! The author of each article presents information worthy of note frequently offering thought provoking information such as Paul Ernest’s statement that some learners view mathematics as “cold, absolute, and inhuman” (p. 16), therefore producing negative feelings about the subject. Ernest encourages the educator to embrace a humanistic view of mathematics and to break down stereotypes and negativism towards this academic area.
Of interest to all mathematics educators is Celia Hoyles article, “Steering between skills and creativity: a role for the computer?” (Chapter 10, pp 159-172) which speaks to the Third International Mathematics and Science Survey (TIMSS) in which England’s students appear to be performing relatively poorly in comparison to others not unlike students in the United States. A common goal of educators, urges Hoyles, should be to balance skills acquisition with creative and competent mathematical thinking and problem solving. Hoyles suggests that computers may bridge the achievement gap and presents several examples of this link.
In the book’s conclusion, co-editor Barbara Allen, states that numerous changes have been made to the math curriculum in the United Kingdom with respect to assessment and accountability. In addition, she indicates too few changes have taken into consideration the needs and interests of the students in the classroom. Allen, in linking the first article with the last, encourages mathematics educators to listen to pupils and to work with them to support their learning as well as to improve the environments in which they learn (p. 240).
This reviewer found the articles to be appropriate for discussion with both students and professionals in the field of mathematics. The articles selected for inclusion in the text present illustrations of the sociology of the learner, pedagogical theory, and instructional practice. The reader, however, must be acutely aware that even though the publication dates of the majority of the articles are current; the greater part of the references may be considered outdated with various publications in the 1960s and 1970s. Examples of this are found in the first article (p 31) where the author states, “more recently” and cites the 1984 date and on page 32 where “recent research” is referenced from the years 1982, 1984, and 1990. Editor Allen equally refers to research from the 1980s as relevant today (p. 173).
In reviewing the book, questions come to mind as to whether or not research in mathematics education came to a stand-still 20 or 30 years ago and whether or not current research is available. As a result, the reader could be challenged to initiate a quest for contemporary investigations and compare and contrast philosophies, teaching styles, or learning levels by decade. The reader could also be encouraged to initiate research appropriate for the 21st century. These options, however, were not addressed in the text.
All in all, Mathematics Education: Exploring the Culture of Learning, contains comprehensive and articulate coverage of the field and is thoughtfully organized. It does not succeed, however, in presenting the contemporary areas of research and scholarship in the field of mathematics education.
Reviewed by Ann S. Hernandez, Ed.D.
Dr. Hernandez is an Associate Professor of Education at the University of Saint Francis in Fort Wayne, Indiana. She has an extensive background in teaching and administration. Her academic areas of interest are mathematics education and service learning
