Brown, C.A., Stein, M.K., & Forman (1996). Assisting teachers and students
to reform the mathematics classroom. Educational Studies in Mathematics,
31, 63-93.
Forman, E.A. (1996). Learning mathematics as participation in classroom
practice: Implications of sociocultural theory for educational reform. In
L. Steffe, P. Nesher, P. Cobb, G.A. Goldin, & B. Greer (Eds). Theories of
mathematical learning (pp. 115-130). Hillsdale, NJ: Erlbaum.
Forman, E.A., Larreamendy-Joerns, J., Stein, M.K., & Brown, C. (in press).
"You're going to want to find out which and prove it": Discussion
orchestestration and argumentation in mathematics classrooms. To appear in
a special issue of Learning and Instruction on the social context of
learning mathematics. (B. van Oers & E.A. Forman, Guest Editors).
Forman, E.A., McCormick, D., & Donato, R. (under review). Learning what
counts as a mathematical explanation: Changing discourse practices in a
reform classroom.
As an added anecdote, I presented a version of the fourth paper at AERA a
few years ago and one member of the audience complained that no one on the
panel had presented data on the higher-level reasoning and argumentation
of low income populations. He said something like--we don't need more
good news about the mathematical abilities of middle class children. I
enjoyed reminding him that my data on argumentation came from a classroom
of low-income students. Obviously, he didn't expect those results from
that population.
Ellice Forman
University of Pittsburgh