S. Lerman - Academia.edu (original) (raw)
Papers by S. Lerman
Teaching Mathematics and its Applications: An International Journal of the IMA, 2017
† Some of the material in this article was previously presented at the 18th SEFI Mathematics Work... more † Some of the material in this article was previously presented at the 18th SEFI Mathematics Working Group seminar (Anastasakis et al., 2016b) and the British Society for Research into Learning Mathematics day conference (Anastasakis et al.,
Mathematics Education as a Research Domain: A Search for Identity, 1998
... call it, as distinct from constructive learning, given that the writers root their approach .... more ... call it, as distinct from constructive learning, given that the writers root their approach ... Social Socio-cultural theories, in common with social versions of constructivism, enac-tivism (eg, Davis ... Mathematics Education and Enactivist Theory', For the learning of Mathematics 15 (2), 2 ...
Second International Handbook of Mathematics Education, 2003
... Finally, Howe and Moses (1999) and Sowder (1998) have some comments about the honesty of repo... more ... Finally, Howe and Moses (1999) and Sowder (1998) have some comments about the honesty of reporting, including the recognition that there is ... voice, respect for persons), and that it militates against race, gender, class and other biases (respect for democracy) (Bassey, 1999, p ...
Proceedings of the Ninth International Congress on Mathematical Education, 2004
In consideration of the very limited time for oral contributions, and of the strong demand of man... more In consideration of the very limited time for oral contributions, and of the strong demand of many participants to present their results at WGAs & TSGs, presentation by distribution(PbyD) at WGAs & TSGs which was accepted and carried out by many COs except WGA8, TSG4, TSG 11, TSG 17 and TSG 18.
Despite a plethora of research about misconceptions and the teaching of functions, little is know... more Despite a plethora of research about misconceptions and the teaching of functions, little is known about the overall growth of students' understanding of functions throughout schooling. We aim to map the development of students' understanding of concepts which contribute to understanding functions throughout school in two different curriculum systems: in the UK and in Israel. The research uses a survey instrument that was developed in collaboration with a group of teachers.
In these eleven papers the authors report on their research on technology as enhancement in the t... more In these eleven papers the authors report on their research on technology as enhancement in the teaching and learning of mathematics, in the context of the application of activity theory for design and/or analysis.
There has been developing interest in the potential for the use of mobile technology to achieve e... more There has been developing interest in the potential for the use of mobile technology to achieve educational objectives, in particular for children with Autistic Spectrum Disorders (ASD). The HANDS project has developed a software application for mobile phones, which helps children with ASD to develop social and self management skills. The application is currently being implemented with 15 teachers and 27 children with ASD at four special schools in the UK, Demark, Hungary and Sweden. This paper reports on issues involved with introducing this technology innovation at the UK school. Interviews were undertaken with teachers on the project during the introduction of the technology. Teachers’ positioning of social skills development in the school curriculum and attitude to the use of technology are identified as mediating factors in the extent to which teachers felt able to engage with the technology and envisage a place for it in their teaching practice.
Computers & Education, 2012
Erratum to "Key factors mediating the use of a mobile technology tool designed to develop social ... more Erratum to "Key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with Autistic Spectrum Disorders" [Comput. Educ. 58 (2012) 53-62]
Multiple perspectives on mathematics …, 2000
The Social Turn in Mathematics Education Research Stephen Lerman INTRODUCTION In this introductor... more The Social Turn in Mathematics Education Research Stephen Lerman INTRODUCTION In this introductory chapter, my task is to give an account of the growth of interest in social elements involved in teaching and learning mathematics over recent years, to account for that ...
Education, 2008
Welcome to the Curriculum Leadership Website. To receive our weekly Email Alert, please click on ... more Welcome to the Curriculum Leadership Website. To receive our weekly Email Alert, please click on the blue menu item below. Articles Abstracts Tables of contents New publications What's new Calendar Education links Back issues Email Alert registration
Educational Studies in Mathematics, 1989
Learning theories such as behaviourism, Piagetian theories and cognitive psychology, have been do... more Learning theories such as behaviourism, Piagetian theories and cognitive psychology, have been dominant influences in education this century. This article discusses and supports the recent claim that Constructivism is an alternative paradigm, that has rich and significant consequences for mathematics education. In the United States there is a growing body of published research that claims to demonstrate the distinct nature of the implications of this view. There are, however, many critics who maintain that this is not the case, and that the research is within the current paradigm of cognitive psychology. The nature and tone of the dispute certainly at times appears to describe a paradigm shift in the Kuhnian model. In an attempt to analyse the meaning of Constructivism as a learning theory, and its implications for mathematics education, the use of the term by the intuitionist philosophers of mathematics is compared and contrasted. In particular, it is proposed that Constructivism in learning theory does not bring with it the same ontological commitment as the Intuitionists' use of the term, and that it is in fact a relativist thesis. Some of the potential consequences for the teaching of mathematics of a relativist view of mathematical knowledge are discussed here. Constructivism has been described (e.g. Kilpatrick, 1987) as consisting of two hypotheses: (I) Knowledge is actively constructed by the cognizing subject, not passively received from the environment. (2) Coming to know is an adaptive process that organizes one's experiential world; it does not discover an independent, pre-existing world outside the mind of the knower.
Black L., Chronaki A., Lerman S., Mendick H., & Solomon Y. (2010). Symposium proposal: Telling choices: mathematics, identity and social justice. Proceedings of the 6th Mathematics Education and Society Conference (MES). Berlin, pp. 89-92., 2010
In this symposium we are interested in exploring ways of conceptualising identity in mathematics ... more In this symposium we are interested in exploring ways of conceptualising identity in mathematics education and the social justice implications of different approaches.
Each presentation analyses the choices in relation to mathematics of one or two individuals, drawing on a range of theoretical tools across sociocultural, discursive
and psychoanalytic perspectives. We aim to challenge the dominant neoliberal constructions of choice as an unproblematic and individual act and to open out
discussion of the possibilities and constraints of different understandings of choice.
Computers and Education, 2012
Of late there has been growing interest in the potential of technology to support children with A... more Of late there has been growing interest in the potential of technology to support children with Autistic Spectrum Disorders (ASD) with social and life skills. There has also been a burgeoning interest in the potential use of mobile technology in the classroom and in the use of such technology to support children with ASD. Building on these developments, the HANDS project has developed a mobile cognitive support application for smartphones, based on the principles of persuasive technology design, which supports children with ASD with social and life skills functioning – areas of ability which tend to be impaired in this population. The software application has been piloted in four special schools for children with ASD. This paper reports on a qualitative interpretivist evaluation, which explores which factors may mediate how the software application is incorporated in to existing practice and what influence it has on practice. Kairos is identified as a key factor, which is associated with the teachers’ view of the software application as extending their reach beyond the classroom. Design guidelines are proposed for future implementations of similarly purposed technology tools.
Teaching Mathematics and its Applications: An International Journal of the IMA, 2017
† Some of the material in this article was previously presented at the 18th SEFI Mathematics Work... more † Some of the material in this article was previously presented at the 18th SEFI Mathematics Working Group seminar (Anastasakis et al., 2016b) and the British Society for Research into Learning Mathematics day conference (Anastasakis et al.,
Mathematics Education as a Research Domain: A Search for Identity, 1998
... call it, as distinct from constructive learning, given that the writers root their approach .... more ... call it, as distinct from constructive learning, given that the writers root their approach ... Social Socio-cultural theories, in common with social versions of constructivism, enac-tivism (eg, Davis ... Mathematics Education and Enactivist Theory', For the learning of Mathematics 15 (2), 2 ...
Second International Handbook of Mathematics Education, 2003
... Finally, Howe and Moses (1999) and Sowder (1998) have some comments about the honesty of repo... more ... Finally, Howe and Moses (1999) and Sowder (1998) have some comments about the honesty of reporting, including the recognition that there is ... voice, respect for persons), and that it militates against race, gender, class and other biases (respect for democracy) (Bassey, 1999, p ...
Proceedings of the Ninth International Congress on Mathematical Education, 2004
In consideration of the very limited time for oral contributions, and of the strong demand of man... more In consideration of the very limited time for oral contributions, and of the strong demand of many participants to present their results at WGAs & TSGs, presentation by distribution(PbyD) at WGAs & TSGs which was accepted and carried out by many COs except WGA8, TSG4, TSG 11, TSG 17 and TSG 18.
Despite a plethora of research about misconceptions and the teaching of functions, little is know... more Despite a plethora of research about misconceptions and the teaching of functions, little is known about the overall growth of students' understanding of functions throughout schooling. We aim to map the development of students' understanding of concepts which contribute to understanding functions throughout school in two different curriculum systems: in the UK and in Israel. The research uses a survey instrument that was developed in collaboration with a group of teachers.
In these eleven papers the authors report on their research on technology as enhancement in the t... more In these eleven papers the authors report on their research on technology as enhancement in the teaching and learning of mathematics, in the context of the application of activity theory for design and/or analysis.
There has been developing interest in the potential for the use of mobile technology to achieve e... more There has been developing interest in the potential for the use of mobile technology to achieve educational objectives, in particular for children with Autistic Spectrum Disorders (ASD). The HANDS project has developed a software application for mobile phones, which helps children with ASD to develop social and self management skills. The application is currently being implemented with 15 teachers and 27 children with ASD at four special schools in the UK, Demark, Hungary and Sweden. This paper reports on issues involved with introducing this technology innovation at the UK school. Interviews were undertaken with teachers on the project during the introduction of the technology. Teachers’ positioning of social skills development in the school curriculum and attitude to the use of technology are identified as mediating factors in the extent to which teachers felt able to engage with the technology and envisage a place for it in their teaching practice.
Computers & Education, 2012
Erratum to "Key factors mediating the use of a mobile technology tool designed to develop social ... more Erratum to "Key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with Autistic Spectrum Disorders" [Comput. Educ. 58 (2012) 53-62]
Multiple perspectives on mathematics …, 2000
The Social Turn in Mathematics Education Research Stephen Lerman INTRODUCTION In this introductor... more The Social Turn in Mathematics Education Research Stephen Lerman INTRODUCTION In this introductory chapter, my task is to give an account of the growth of interest in social elements involved in teaching and learning mathematics over recent years, to account for that ...
Education, 2008
Welcome to the Curriculum Leadership Website. To receive our weekly Email Alert, please click on ... more Welcome to the Curriculum Leadership Website. To receive our weekly Email Alert, please click on the blue menu item below. Articles Abstracts Tables of contents New publications What's new Calendar Education links Back issues Email Alert registration
Educational Studies in Mathematics, 1989
Learning theories such as behaviourism, Piagetian theories and cognitive psychology, have been do... more Learning theories such as behaviourism, Piagetian theories and cognitive psychology, have been dominant influences in education this century. This article discusses and supports the recent claim that Constructivism is an alternative paradigm, that has rich and significant consequences for mathematics education. In the United States there is a growing body of published research that claims to demonstrate the distinct nature of the implications of this view. There are, however, many critics who maintain that this is not the case, and that the research is within the current paradigm of cognitive psychology. The nature and tone of the dispute certainly at times appears to describe a paradigm shift in the Kuhnian model. In an attempt to analyse the meaning of Constructivism as a learning theory, and its implications for mathematics education, the use of the term by the intuitionist philosophers of mathematics is compared and contrasted. In particular, it is proposed that Constructivism in learning theory does not bring with it the same ontological commitment as the Intuitionists' use of the term, and that it is in fact a relativist thesis. Some of the potential consequences for the teaching of mathematics of a relativist view of mathematical knowledge are discussed here. Constructivism has been described (e.g. Kilpatrick, 1987) as consisting of two hypotheses: (I) Knowledge is actively constructed by the cognizing subject, not passively received from the environment. (2) Coming to know is an adaptive process that organizes one's experiential world; it does not discover an independent, pre-existing world outside the mind of the knower.
Black L., Chronaki A., Lerman S., Mendick H., & Solomon Y. (2010). Symposium proposal: Telling choices: mathematics, identity and social justice. Proceedings of the 6th Mathematics Education and Society Conference (MES). Berlin, pp. 89-92., 2010
In this symposium we are interested in exploring ways of conceptualising identity in mathematics ... more In this symposium we are interested in exploring ways of conceptualising identity in mathematics education and the social justice implications of different approaches.
Each presentation analyses the choices in relation to mathematics of one or two individuals, drawing on a range of theoretical tools across sociocultural, discursive
and psychoanalytic perspectives. We aim to challenge the dominant neoliberal constructions of choice as an unproblematic and individual act and to open out
discussion of the possibilities and constraints of different understandings of choice.
Computers and Education, 2012
Of late there has been growing interest in the potential of technology to support children with A... more Of late there has been growing interest in the potential of technology to support children with Autistic Spectrum Disorders (ASD) with social and life skills. There has also been a burgeoning interest in the potential use of mobile technology in the classroom and in the use of such technology to support children with ASD. Building on these developments, the HANDS project has developed a mobile cognitive support application for smartphones, based on the principles of persuasive technology design, which supports children with ASD with social and life skills functioning – areas of ability which tend to be impaired in this population. The software application has been piloted in four special schools for children with ASD. This paper reports on a qualitative interpretivist evaluation, which explores which factors may mediate how the software application is incorporated in to existing practice and what influence it has on practice. Kairos is identified as a key factor, which is associated with the teachers’ view of the software application as extending their reach beyond the classroom. Design guidelines are proposed for future implementations of similarly purposed technology tools.