Building the Mathematical Capital of Marginalised Learners of Mathematics

Autor/in	Jorgensen, Robyn
Titel	Building the Mathematical Capital of Marginalised Learners of Mathematics
Quelle	In: ZDM: The International Journal on Mathematics Education, 50 (2018) 6, S.987-998 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jorgensen, Robyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0966-9
Schlagwörter	Foreign Countries; Mathematics Education; Indigenous Populations; At Risk Students; Underachievement; Mathematics Teachers; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Sinti und Roma; Performance deficiency; Leistungsschwäche; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Drawing on the work of Bourdieu, this paper challenges orthodoxies permeating mathematics education that reify the marginalisation of the most vulnerable groups of learners--remote Indigenous learners. This cohort of students are most at risk of underperforming in mathematics. Using Bourdieu's theoretical constructs, data from a large national study are used to exemplify how teachers are adopting counter-hegemonic practices to reverse the trends in remote education provision in Australia. Using the specific example of language practices adopted across schools, it is shown how the linguistic habitus of Indigenous learners are being reshaped to support their learning of school mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01