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Differential enhancement in Mathematical Pre-School Class Activities
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
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2018 (English)In: Inside the Mathematics Class: Sociological Perspectives on Participation, Inclusion, and Enhancement / [ed] Uwe Gellert, Christine Knipping, Hauke Straeler-Pohl, Springer, 2018, p. 119-144Chapter in book (Other academic)
Abstract [en]

In this chapter, an adapted version of Dowling's distributive strategies is used to show how two children, Klara and Teo, are provided with differential enhancement in the mathematical learning opportunities that they are offered. The analysis shows that the use of everyday settings of mathematics problem, including expectations about the social relationship in those settings, can cause children to collude in the kind of enhancement that they experience. Expectations about the social relationships, within the problems being solved and between the participants, contributed to the two children using strategies which channeled them towards operating in different domains.

Place, publisher, year, edition, pages
Springer, 2018. p. 119-144
Series
Advances in Mathematics Education, ISSN 1869-4918, E-ISSN 1869-4926
Keywords [en]
Recontextualisation, Strategies of distribution, Micro-ethnography, Pedagogic strategies, Oppertunity
National Category
Natural Sciences
Identifiers
URN: urn:nbn:se:mau:diva-9650DOI: 10.1007/978-3-319-79045-9_6Local ID: 28192ISBN: 978-3-319-79044-2 (print)ISBN: 978-3-319-79045-9 (print)OAI: oai:DiVA.org:mau-9650DiVA, id: diva2:1406682
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-07-07Bibliographically approved

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Lange, TroelsMeaney, TamsinWernberg, Anna

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