Beginning Early: Mathematical ExclusionVisa övriga samt affilieringar
2015 (Engelska)Ingår i: Proceedings of the International Mathematics Education and Society Conference, Mathematics Education & Soc , 2015, s. 596-609Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]
In this paper, the distinction between Bernstein's horizontal and vertical discourse is used to show how two children are restricted in their possibilities to learn mathematics. The social relationships set up within contexts, both of the problems being solved, and between participants, contributed to the horizontal or vertical discourse being employed. In a circular motion, these discourses then reinforced the social relationships that could come into play. It is argued that mathematical exclusion can occur when social relationships, not only within problem contexts but also within interactions, miscue the kind of discourse which is foregrounded. Children can become confused over the sort of discourse that contributes to mathematics learning.
Ort, förlag, år, upplaga, sidor
Mathematics Education & Soc , 2015. s. 596-609
Serie
Mathematics education and society, ISSN 2077-9933
Nyckelord [en]
Education & Educational Research
Nationell ämneskategori
Samhällsvetenskap
Identifikatorer
URN: urn:nbn:se:mau:diva-11968ISI: 000380609200049Lokalt ID: 27368OAI: oai:DiVA.org:mau-11968DiVA, id: diva2:1409014
Konferens
Mathematics Education and Society 8, Portland, Oregon, USA (June 21-26, 2015)
2020-02-292020-02-292022-06-27Bibliografiskt granskad