Beginning early: mathematical exclusion
Tipo de documento
Autores
Helenius, Ola | Johansson, Maria | Lange, Troels | Meaney, Tamsin | Wernberg, Anna
Lista de autores
Helenius, Ola, Johansson, Maria, Lange, Troels, Meaney, Tamsin y Wernberg, Anna.
Resumen
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.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Contextos o situaciones | Dificultades | Otro (resolución) | Reflexión sobre la enseñanza | Teoría social del aprendizaje
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 2)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
596 - 609
Referencias
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