Who keeps the gate? Pre-service teachers’ perceptions on teaching and learning Mathematics

Referencias

Alrø, J., & Skovsmose, O. (2004). Dialogue and learning in mathematics education: Intention, reflection, critique. Dordrecht: Kluwer Academic Publishers. Barton, B. (2008). The language of mathematics: Telling mathematical tales. E-book published by Springer at http://lib.myilibrary.com. libproxy.uregina.ca:2048/Open.aspx?id=114123 Barwell, R. (2008). Ambiguity in the mathematics classroom. Language and Education, 19(2), 117-125. doi: 10.1080/09500780508668667 Black, L., Mendick, H., & Solomon, Y. (Eds.) (2009). Mathematical relationships in education: Identities and participation. London: Routledge. Brown, T. (1997). Mathematics education and language: Interpreting hermeneutics and post-structuralism. Dordrecht: Springer- Science+Business Media, B. V. Murray, S. (2011). Secondary students’ descriptions of “good” mathematics teachers. Australian Mathematics Teacher, 67(4), 14-20. Nolan, K. (2012). Dispositions in the field: Viewing mathematics teacher education field experiences through the lens of Bourdieu’s social field theory. Educational Studies in Mathematics, 80 (1/2), 201- 215. doi: 10.1007/s10649-011-9355-9. Nolan, K. (2014). Discursive productions of teaching and learning through inquiry: Novice teachers reflect on becoming a teacher and secondary mathematics teacher education. In L. Thomas (Ed.), Becoming teacher: Sites for teacher development in Canadian teacher education (pp. 258-288). E-book published by the Canadian Association for Teacher Education at https://sites.google.com/site/ cssecate/fall-working-conference Nolan, K., & Junqueira, K. (2014). Pre-service teachers’ perceptions of a mathematics specialist teacher’s role in grades 6-8 classrooms. In A. Rogerson (Ed.), Proceedings of the 12th International Conference on the Future of Mathematics Education in a Connected World, Herceg Novi, Montenegro, 21-26 September. Noyes, A. (2009). Participation in mathematics: what is the problem? Improving Schools, 12(3), 277-288. Oldfield, C. (1996). The language of mathematics. Mathematics in School, 25(5), 22-23. Retrieved from http://www.jstor.org/ stable/30215265. Renert, M., & Davis, B. (2010). Life in mathematics: Evolutionary perspectives on subject matter. In M. Walshaw (Ed.), Unpacking pedagogy: New perspectives for mathematics classrooms (pp. 177-199). Charlotte, NC: Information Age Publishing Inc. Stinson, D. (2004). Mathematics as “gate-keeper” (?): Three theoretical perspectives that aim toward empowering all children with a key to the gate. The Mathematics Educator, 14(1), 8-18. Volmink, J. (1994). Mathematics by all. In S. Lerman (Ed.), Cultural perspectives on the mathematics classroom (pp. 51-67). Mathematics Education Library, Vol. 14. New York, NY: Springer. Wagner, D., & Herbel-Eisenmann, B. (2014). Mathematics teachers’ representations of authority. Journal of Mathematics Teacher Education, 17(3), 201-225. Walls, F. (2010). The good mathematics teacher: Standardized mathematics tests, teacher identity, and pedagogy. In M. Walshaw (Ed.), Unpacking pedagogy: New perspectives for mathematics classrooms (pp. 65-83). Charlotte, NC: Information Age Publishing Inc. Walshaw, M. (2013). Explorations into pedagogy within mathematics classrooms: Insights from contemporary inquiries. Curriculum Inquiry, 43(1), 71-94.