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Beginning Early: Mathematical Exclusion
Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
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2015 (English)In: Proceedings of the International Mathematics Education and Society Conference, Mathematics Education & Soc , 2015, p. 596-609Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
Mathematics Education & Soc , 2015. p. 596-609
Series
Mathematics education and society, ISSN 2077-9933
Keywords [en]
Education & Educational Research
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-11968ISI: 000380609200049Local ID: 27368OAI: oai:DiVA.org:mau-11968DiVA, id: diva2:1409014
Conference
Mathematics Education and Society 8, Portland, Oregon, USA (June 21-26, 2015)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved

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fulltext(329 kB)89 downloads
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Type fulltextMimetype application/pdf

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https://sites.google.com/a/pdx.edu/mes8/https://www.mescommunity.info/MES8ProceedingsVol2.pdf

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Lange, TroelsMeaney, TamsinWernberg, Anna

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CiteExportLink to record
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  • apa
  • ieee
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