Sociocultural perspectives in mathematics teaching and learning

In this chapter, Australasian mathematics education research conducted over the period 2004 to 2007 and adopting the sociocultural perspective is reviewed and critiqued. Two main approaches within this perspective have been noted. The first approach acknowledges the variety of socioeconomic factors that mediate mathematics teaching and learning. These may be usefully grouped into three major threads, namely student background factors, language and discourse, and attitudes, beliefs and values. The second approach in mathematics education research incorporates the sociocultural perspective into its theoretical conceptions and methodologies, and is associated with poststructuralist, feminist, or community of practice stances. Critiques of research that has been conducted are discussed within the various sociocultural perspectives, as well as more globally.