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BL
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| Record Number
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865860
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| Title & Author
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Inside the Mathematics Class : : Sociological Perspectives on Participation, Inclusion, and Enhancement /\ editors, Uwe Gellert, Christine Knipping and Hauke Straehler-Pohl.
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| Publication Statement
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Cham, Switzerland :: Springer,, [2018]
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| Series Statement
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Advances in Mathematics Education
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| Page. NO
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1 online resource :: illustrations
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| ISBN
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3319790455
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: 9783319790459
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3319790447
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9783319790442
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| Bibliographies/Indexes
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Includes bibliographical references.
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| Contents
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Intro; Preface; References; Contents; Zooming-In: The Sociological Gaze and the Mathematics Classroom; 1 Introduction; 2 Outline of Sociological Perspectives on Mathematics Education; 2.1 Production of Pedagogic Discourse; 2.2 Control Over the Compliance with the Official Pedagogic Discourse; 2.3 Pedagogic Discourse Materialised in Pedagogic Resources; 2.4 Reproducing the Structures of Pedagogic Discourse in Mathematics Classrooms; 2.5 Implications of the Pedagogic Discourse for Teachers and Students; 3 Perspectives on Pedagogic Practice in the Mathematics Classroom.
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3.1 Language Use in the Mathematics Classroom3.2 A Functional Linguist's Perspective on Language Use in the Mathematics Classroom; 3.3 Systematisation of Research on Communication in the Mathematics Classroom; 3.4 From Studies on Classroom Communication with Only Implicit Attention to Social Issues to Explicit Sociological Reference; 3.5 Coda: A Critical Reflection; 4 Structure of the Volume and Introduction to Its Chapters; References.
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4 Exploring the Recognition of Pedagogic Rights in the Streamed Mathematics Classrooms in Barcelona4.1 The Right of Enhancement; 4.2 The Right to Be Included; 4.3 The Right of Participation; 4.4 Problematizing Explicit Normativity; 5 Exploring the Recognition of Pedagogic Rights in a Context of Intensified Social Segregation; 5.1 Vignette 3: The Low Stream School in Berlin; 5.2 Students' Pedagogic Rights in the Vignette from Berlin; 5.3 Conceptualizing Teachers as Holders of Pedagogic Rights; 6 Concluding Remarks; References; Part I: Enhancement: Facilitating Possible Futures.
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Resistance from Within the Mathematics Classroom: Silences, Strategies, and Subjectivities1 Introduction; 2 Theoretical Toolbox and Methods; 2.1 Concepts by Foucault; 2.2 Tools for Investigating Classroom Communication in Mathematics; 2.3 Methods and Data; 2.4 Analytical Process; 3 Silences, Strategies and Subjectification in the Mathematics Classroom (Findings); 3.1 Different Kinds of Silences; 3.2 Strategies for Enabling Silences; 3.3 Silences and Focus on Mathematics Processes; 3.4 Governing Elements Affecting Student and Teacher Subjectifications and Subjectivations.
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The Recognition of Pedagogic Rights in Mathematics Classrooms: A Framework for Reflecting Implicit Normative Assumptions in the Sociology of Mathematics Education1 Introduction; 2 Problematizing the Implicit Normativity in our Prior Research; 2.1 Vignette 1: The High Stream in Barcelona; 2.2 Vignette 2: The Low Stream in Barcelona; 2.3 Implicit Normativity in the Comparison of the Mathematics Classroom Registers; 3 Democracy and Pedagogic Rights; 3.1 Three Pedagogic Rights -- A Normative, Yet Heuristic Model.
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| Abstract
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This volume is a forward-looking intersection of Sociological perspectives on mathematics classrooms and socio-political perspectives on mathematics education. The first perspective has generated a substantial body of knowledge in mathematics education. Interactionist research has deepened our understanding of interaction processes, socio-mathematical norms and the negotiation of meaning, generating a 'micro-sociology' or a 'micro-ethnography' of the mathematics classroom. More recently, socio-political perspectives on mathematics education interrelate educational practices in mathematics with macro-social issues of social equity, class, and race and with the policies that regulate institutionalized mathematics education. This book documents, strings together and juxtaposes research that uses ethnographical classroom data to explain, on the one hand, how socio-political issues play out in the mathematics class. On the other hand, it illuminates how class, race etc. affect the micro-sociology of the mathematics classroom. The volume advances the knowledge in the field by providing an empirical grounding of socio-political research on mathematics education, and it extends the frame in which mathematical classroom cultures are conceived.
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| Subject
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Mathematics-- Education-- Political aspects.
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Mathematics-- Education-- Social aspects.
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Mathematics-- Education-- Sociological aspects.
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MATHEMATICS-- Study Teaching.
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Mathematics.
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Study learning skills: general.
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| Subject
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Study skills.
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Teacher training.
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Teaching of a specific subject.
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Teaching skills techniques.
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| Dewey Classification
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510.71
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| LC Classification
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QA8.7
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| Added Entry
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Gellert, Uwe
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Knipping, Christine,1968-
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Straehler-Pohl, Hauke
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