Rituals: connecting the social and disciplinary aspects of mathematics classrooms
- Heyd-Metzuyamin, Einat, McCloskey, Andrea
- Ensayo
- Contribución a actas de congreso
- Educación media, bachillerato, secundaria superior (16 a 18 años), Educación primaria, escuela elemental (6 a 12 años), Educación secundaria básica (12 a 16 años), Educación superior, formación de pregrado, formación de grado
Tipo de documento
Autores
Lista de autores
Heyd-Metzuyamin, Einat y McCloskey, Andrea.
Resumen
In this symposium we invite participants to contribute their personal and cultural understandings of “ritual” and join us in discussing this construct and what it might reveal about mathematics teaching and learning. Symposium presenters have each found it useful to use ritual to describe or notice qualities of mathematics teaching and learning in empirical projects. We share common curiosities and motivations in our research agendas, but we also have points of departure from one another in our conception of ritual. We invite participants to join us in considering how our various and distinct perspectives might complement one another in our shared agenda of conducting mathematics education research that sheds light on the social, cultural, and political contexts that influence all mathematics teaching and learning.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Colaboración entre colegas | Desarrollo del profesor | Identidad | Motivación | Reflexión sobre la enseñanza | Sociopolíticos
Enfoque
Nivel educativo
Educación media, bachillerato, secundaria superior (16 a 18 años) | Educación primaria, escuela elemental (6 a 12 años) | Educación secundaria básica (12 a 16 años) | Educación superior, formación de pregrado, formación de grado
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 1)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
127 - 132
Referencias
Erickson, F. (1982). Classroom discourse as improvisation: Relationships between academic task structure and social participation structure in lessons. In L. C. Wilkinson (Ed.), Communicating in the Classroom (pp. 153-182). New York: Academic. Giddens, A. (1994). Living in a Post-Traditional Society. In U. Beck, A. Giddens, & S. Lash (Eds.), Reflexive modernization: Politics, tradition and aesthetics in the modern social order (pp. 56-109). Stanford, CA: Stanford University. Herbel-Eisenmann, B., & Otten, S. (2011). Mapping Mathematics in Classroom Discourse. Journal for Research in Mathematics Education, 42(5), 451–485. Herbel-Eisenmann, B., & Wagner, D. (2010). Appraising lexical bundles in mathematics classroom discourse: Obligation and choice. Educational Studies in Mathematics, 75(1), 43-63. Heyd-Metzuyanim, E. (2013). The co-construction of learning difficulties in mathematics - teacher–student interactions and their role in the development of a disabled mathematical identity. Educational Studies in Mathematics, 83(3), 341–368. Heyd-Metzuyanim, E. (2015). Vicious cycles of identifying and mathematizing: A case study of the development of mathematical failure. Paper accepted for Journal of the Learning Science. McCloskey, A. (2014). The promise of ritual: A lens for understanding persistent practices in mathematics classrooms. Educational Studies in Mathematics, 86, 19-38. McCloskey, A., Lloyd, G., & Lynch, C. (2014). Fractions, algorithms, and textbooks: Ritual aspects of practices in a 5th grade mathematics classroom. Manuscript submitted for publication. Otten, S., Herbel-Eisenmann, B., & Cirillo, M. (2012). Going over homework in mathematics classrooms: An unexamined activity. Teachers College Record, 1-12. Sfard, A. (2008). Thinking as communicating. New York: Cambridge University. Turner, V. (1969). The ritual process: Structure and anti-structure. New York: Aldine de Gruyter.