Laying a foundation of respect in classrooms will enable teachers to learn from students even as the students learn from teachers.
Get full access to this article
View all access options for this article.
References
1.
DaweL. (1983). Bilingualism and mathematical reasoning in English as a second language. Educational Studies in Mathematics, 14, 325–353.
2.
DeweyJ. (1913/1979). Reasoning in early childhood. In BoydstonJ.A. (Ed.), John Dewey: The middle works (Vol. 7), pp. 369–376. Carbondale, IL: Southern Illinois University Press.
3.
GoldenbergC. (2008, Summer). Teaching English language learners: What the research does — and does not — say. American Educator, 32, 15.
4.
HenkinL. (1995). The roles of action and of thought in mathematics education: One mathematician's passage. In FisherN.KeynesH.WagriechP. (Eds.), Issues in mathematics education (Vol. 5), pp. 3–16. Providence, RI: Conference Board of the Mathematical Sciences.
5.
National Research Council and Institute of Medicine. (2004). Engaging schools: Fostering high school students' motivation to learn. Washington, DC: The National Academies Press. www.nap.edu/books/0309084350/html/.
6.
PuckettM.DiffilyD. (2004). Teaching young children: An introduction to the early childhood profession.Clifton Park, NY: Delmar Learning.
7.
RumiJ. (trans. 2004). The essential Rumi.San Francisco, CA: Harper.
8.
SuranskyV. (1982). The erosion of childhood.Chicago, IL: University of Chicago Press.
9.
WeissglassJ. (1990). Constructivist listening for empowerment and change. The Educational Forum, 50 (4), 351–370.
10.
WeissglassJ.MummeJ.CroninB. (1990). Fostering mathematical communication: Helping teachers help students. In SteffeL.P.WoodT. (Eds.), Transforming children's mathematics education: International perspectives, pp. 272–281. Hillsdale, NJ: Lawrence Erlbaum.