(Routledge Research in Education)
Laura Black, Heather Mendick, Yvette Soloman
Routledge | 2009 | 252 páginas | pdf | 1,3 Mb
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Descrição: 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 examines the ways in which learners form particular relationships with mathematics in the context of formal schooling.
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.
Contents
List of Figures xi
Acknowledgments xiii
1 Introduction 1
LAURA BLACK, HEATHER MENDICK, AND YVETTE SOLOMON
PART I - Selection and Assessment 5
2 Disabling Numbers: On the Secret Charm of Numberese and Why It Should Be Resisted 9
ANNA SFARD
3 Pain, Pleasure, and Power: Selecting and Assessing Defended Subjects 19
LAURA BLACK, HEATHER MENDICK, MELISSA RODD, AND YVETTE SOLOMON WITH MARGARET BROWN
4 Mathematical ‘Ability’ and Identity: A Sociocultural Perspective on Assessment and Selection 31
JEREMY HODGEN AND RACHEL MARKS
PART II Choice 43
5 Telling Stories About Mathematics 47
MARK BOYLAN AND HILARY POVEY
6 Choice: Parents, Teachers, Children, and Ability Grouping in Mathematics 58
PETER WINBOURNE
7 Special Cases: Neoliberalism, Choice, and Mathematics 71
HEATHER MENDICK, MARIE-PIERRE MOREAU, AND DEBBIE EPSTEIN
PART III Curriculum 83
8 Appetite and Anxiety: The Mathematics Curriculum and Its Hidden Meanings 87
JENNY SHAW
9 Questioning the Mathematics Curriculum: A Discursive Approach 97
CANDIA MORGAN
10 The Role of Textbooks in the ‘Figured Worlds’ of English, French, and German Classrooms: A Comparative Perspective 107
BIRGIT PEPIN
PART IV Pedagogy 119
11 How Do Pedagogic Practices Impact on Learner Identities in Mathematics? A Psychoanalytically Framed Response 123
TAMARA BIBBY
12 Hybridity of Maths and Peer Talk: Crazy Maths 136
PAULINE DAVIS AND JULIAN WILLIAMS
13 Pedagogy, Discourse, and Identity 147
STEPHEN LERMAN
PART V Teacher Development 157
14 Mathematics for Teaching: What Makes Us Want to? 161
PAT DRAKE
15 Developing Mathematics Teaching Through Collaborative Inquiry 173
BARBARA JAWORSKI
16 What Does a Discourse-Oriented Examination Have to Offer Teacher Development? The Problem With Primary Mathematics Teachers 185
TANSY HARDY
PART VI Endings 199
17 Identity in Mathematics: Perspectives on Identity, Relationships, and Participation 201
PATRICIA GEORGE
18 Participating in Identities and Relationships in Mathematics Education 213
PAOLA VALERO
