Possibilities for the use of research in educational practice are often written off due to the history, politics and interests of the ostensibly separate worlds that researchers and practitioners occupy. However, a more optimistic account highlights the ways these communities share a common need for practice-based theories, which enable them to make sense of a wide range of issues in education, including pedagogy, learning, and educational equity.

In applying theory to situated accounts of various educational practices and learning contexts, this book explores mistaken assumptions about the ways that research can ‘inform’ or otherwise impact practice. It problematises a ‘what works’ agenda but also points to potentially more productive research-practice relationships in education. Experienced contributors describe how they have used a variety of context-sensitive theoretical approaches in the socio-cultural and discursive traditions to both understand practice and address a wide range of practical issues in education.

At its core Reframing Educational Research challenges two commonly held assumptions:

Drawing on the experience of a number of highly respected expert contributors, including Mel Ainscow, Harry Daniels, Anna Sfard and Etienne Wenger-Trayner, the book discusses a range of issues that must be explicitly addressed if we are to make headway in developing a sustainable and productive relationship between research, policy and practice. The authors make it clear that the politics, policies, institutional practices, market systems and social dynamics currently at play in education have a tendency to derail the idealised pathway from research to reform. This book aims to move the discussion towards alternative, and potentially more fruitful, ways of linking research with practice.

Reframing Educational Research is an invitation to all researchers to identify new opportunities for advancing theory and practice in education. It is a must-read for all practitioners and researchers in education.

Possibilities for the use of research in educational practice are often written off due to the history, politics and interests of the ostensibly separate worlds that researchers and practitioners occupy. However, a more optimistic account highlights the ways these communities share a common need for practice-based theories, which enable them to make sense of a wide range of issues in education, including pedagogy, learning, and educational equity.

In applying theory to situated accounts of various educational practices and learning contexts, this book explores mistaken assumptions about the ways that research can ‘inform’ or otherwise impact practice. It problematises a ‘what works’ agenda but also points to potentially more productive research-practice relationships in education. Experienced contributors describe how they have used a variety of context-sensitive theoretical approaches in the socio-cultural and discursive traditions to both understand practice and address a wide range of practical issues in education.

At its core Reframing Educational Research challenges two commonly held assumptions:

Drawing on the experience of a number of highly respected expert contributors, including Mel Ainscow, Harry Daniels, Anna Sfard and Etienne Wenger-Trayner, the book discusses a range of issues that must be explicitly addressed if we are to make headway in developing a sustainable and productive relationship between research, policy and practice. The authors make it clear that the politics, policies, institutional practices, market systems and social dynamics currently at play in education have a tendency to derail the idealised pathway from research to reform. This book aims to move the discussion towards alternative, and potentially more fruitful, ways of linking research with practice.

Reframing Educational Research is an invitation to all researchers to identify new opportunities for advancing theory and practice in education. It is a must-read for all practitioners and researchers in education.

Why do so many learners, even those who are successful, feel that they are outsiders in the world of mathematics? Taking the central importance of language in the development of mathematical understanding as its starting point, Mathematical Literacy explores students’ experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it. Building on a range of theory which focuses on community, knowledge, and identity, the author examines two particular issues: the relationship between language, learning, and mathematical knowledge, and the relationship between identity, equity, and processes of exclusion/inclusion.

In this comprehensive and accessible book, the author extends our understanding of the process of gaining mathematical fluency, and provides tools for an exploration of mathematics learning across different groups in different social contexts. Mathematical Literacy’s analysis of how learners develop particular relationships with the subject, and what we might do to promote equity through the development of positive relationships, is of interest across all sectors of education—to researchers, teacher educators, and university educators.

Why do so many learners, even those who are successful, feel that they are outsiders in the world of mathematics? Taking the central importance of language in the development of mathematical understanding as its starting point, Mathematical Literacy explores students’ experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it. Building on a range of theory which focuses on community, knowledge, and identity, the author examines two particular issues: the relationship between language, learning, and mathematical knowledge, and the relationship between identity, equity, and processes of exclusion/inclusion.

In this comprehensive and accessible book, the author extends our understanding of the process of gaining mathematical fluency, and provides tools for an exploration of mathematics learning across different groups in different social contexts. Mathematical Literacy’s analysis of how learners develop particular relationships with the subject, and what we might do to promote equity through the development of positive relationships, is of interest across all sectors of education—to researchers, teacher educators, and university educators.

This book brings together scholars working in the field of mathematics education to examine the ways in which learners form particular relationships with mathematics in the context of formal schooling. While demand for the mathematically literate citizen increases, many learners continue to reject mathematics and experience it as excluding and exclusive, even when they succeed at it. In exploring this phenomenon, this volume focuses on learners'' developing sense of self and their understanding of the part played by mathematics in it. It recognizes the part played by emotional responses, the functioning of classroom communities of practice, and by discourses of mathematics education in this process. It thus blends perspectives from psychoanalysis, socio-cultural theory and discursive approaches in a focus on the classic issues of selection and assessment, pedagogy, curriculum, choice, and teacher development.

Possibilities for the use of research in educational practice are often written off due to the history, politics and interests of the ostensibly separate worlds that researchers and practitioners occupy. However, a more optimistic account highlights the ways these communities share a common need for practice-based theories, which enable them to make sense of a wide range of issues in education, including pedagogy, learning, and educational equity.

In applying theory to situated accounts of various educational practices and learning contexts, this book explores mistaken assumptions about the ways that research can ‘inform’ or otherwise impact practice. It problematises a ‘what works’ agenda but also points to potentially more productive research-practice relationships in education. Experienced contributors describe how they have used a variety of context-sensitive theoretical approaches in the socio-cultural and discursive traditions to both understand practice and address a wide range of practical issues in education.

At its core Reframing Educational Research challenges two commonly held assumptions:

Drawing on the experience of a number of highly respected expert contributors, including Mel Ainscow, Harry Daniels, Anna Sfard and Etienne Wenger-Trayner, the book discusses a range of issues that must be explicitly addressed if we are to make headway in developing a sustainable and productive relationship between research, policy and practice. The authors make it clear that the politics, policies, institutional practices, market systems and social dynamics currently at play in education have a tendency to derail the idealised pathway from research to reform. This book aims to move the discussion towards alternative, and potentially more fruitful, ways of linking research with practice.

Reframing Educational Research is an invitation to all researchers to identify new opportunities for advancing theory and practice in education. It is a must-read for all practitioners and researchers in education.

Possibilities for the use of research in educational practice are often written off due to the history, politics and interests of the ostensibly separate worlds that researchers and practitioners occupy. However, a more optimistic account highlights the ways these communities share a common need for practice-based theories, which enable them to make sense of a wide range of issues in education, including pedagogy, learning, and educational equity.

In applying theory to situated accounts of various educational practices and learning contexts, this book explores mistaken assumptions about the ways that research can ‘inform’ or otherwise impact practice. It problematises a ‘what works’ agenda but also points to potentially more productive research-practice relationships in education. Experienced contributors describe how they have used a variety of context-sensitive theoretical approaches in the socio-cultural and discursive traditions to both understand practice and address a wide range of practical issues in education.

At its core Reframing Educational Research challenges two commonly held assumptions:

Drawing on the experience of a number of highly respected expert contributors, including Mel Ainscow, Harry Daniels, Anna Sfard and Etienne Wenger-Trayner, the book discusses a range of issues that must be explicitly addressed if we are to make headway in developing a sustainable and productive relationship between research, policy and practice. The authors make it clear that the politics, policies, institutional practices, market systems and social dynamics currently at play in education have a tendency to derail the idealised pathway from research to reform. This book aims to move the discussion towards alternative, and potentially more fruitful, ways of linking research with practice.

Reframing Educational Research is an invitation to all researchers to identify new opportunities for advancing theory and practice in education. It is a must-read for all practitioners and researchers in education.

Why do so many learners, even those who are successful, feel that they are outsiders in the world of mathematics? Taking the central importance of language in the development of mathematical understanding as its starting point, Mathematical Literacy explores students’ experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it. Building on a range of theory which focuses on community, knowledge, and identity, the author examines two particular issues: the relationship between language, learning, and mathematical knowledge, and the relationship between identity, equity, and processes of exclusion/inclusion.

In this comprehensive and accessible book, the author extends our understanding of the process of gaining mathematical fluency, and provides tools for an exploration of mathematics learning across different groups in different social contexts. Mathematical Literacy’s analysis of how learners develop particular relationships with the subject, and what we might do to promote equity through the development of positive relationships, is of interest across all sectors of education—to researchers, teacher educators, and university educators.

Why do so many learners, even those who are successful, feel that they are outsiders in the world of mathematics? Taking the central importance of language in the development of mathematical understanding as its starting point, Mathematical Literacy explores students’ experiences of doing mathematics from primary school to university - what they think mathematics is, how it is presented to them, and what they feel about it. Building on a range of theory which focuses on community, knowledge, and identity, the author examines two particular issues: the relationship between language, learning, and mathematical knowledge, and the relationship between identity, equity, and processes of exclusion/inclusion.

In this comprehensive and accessible book, the author extends our understanding of the process of gaining mathematical fluency, and provides tools for an exploration of mathematics learning across different groups in different social contexts. Mathematical Literacy’s analysis of how learners develop particular relationships with the subject, and what we might do to promote equity through the development of positive relationships, is of interest across all sectors of education—to researchers, teacher educators, and university educators.

This book brings together scholars working in the field of mathematics education to examine the ways in which learners form particular relationships with mathematics in the context of formal schooling. While demand for the mathematically literate citizen increases, many learners continue to reject mathematics and experience it as excluding and exclusive, even when they succeed at it. In exploring this phenomenon, this volume focuses on learners'' developing sense of self and their understanding of the part played by mathematics in it. It recognizes the part played by emotional responses, the functioning of classroom communities of practice, and by discourses of mathematics education in this process. It thus blends perspectives from psychoanalysis, socio-cultural theory and discursive approaches in a focus on the classic issues of selection and assessment, pedagogy, curriculum, choice, and teacher development.