Who keeps the gate? Pre-service teachers’ perceptions on teaching and learning Mathematics
Tipo de documento
Autores
Lista de autores
Graham, Shana y Nolan, Kathleen.
Resumen
Mathematics has long been known as a gatekeeper: challenging to learn, tricky to successfully access and navigate, and perhaps not even meant for everyone to learn. Pre-service teachers admit to having experienced such gatekeeper characteristics in their own learning of school mathematics. In a study, pre-service teachers were asked questions about their perceptions of teaching and learning mathematics, as well as their perspectives on students’ perceptions of learning mathematics. In this paper, responses to these questions are viewed through two different epistemological lenses: one underscores the role of mathematics as a language and the other ponders the role of the teacher in student learning. Both lenses return the discussion to how mathematics is NOT being demystified in school classrooms, but instead is being maintained as gatekeeper.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Creencia | Dificultades | Epistemología | Inicial | Percepción | Reflexión sobre la enseñanza
Enfoque
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 3)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
834 - 845
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.