Making the Pedagogic Relay Inclusive for Indigenous Australian Students in Mathematics Classrooms

Autor/inn/en	Zevenbergen, Robyn; Mousley, Judith; Sullivan, Peter
Titel	Making the Pedagogic Relay Inclusive for Indigenous Australian Students in Mathematics Classrooms
Quelle	In: International Journal of Inclusive Education, 8 (2004) 4, S.391-405 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Culturally Relevant Education; Inclusion; Mathematics Instruction; Teaching Methods; Indigenous Populations; Cultural Differences; English (Second Language); Language Usage; Power Structure; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Inklusion; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sinti und Roma; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Ausland; Australien
Abstract	Many students are unsuccessful in the study of school mathematics, not because of some innate ability, but because of pedagogical practices. Bernstein (1996) has argued that pedagogy serves as a mechanism for cultural reproduction, so that for those students whose cultures are different from that represented in and through pedagogy, the task of constructing school mathematics is made more difficult. The paper explores the ways in which a teacher changes the pedagogic relay in order to be more inclusive of her students. Her practice is informed by understanding the ways in which pedagogy is a subtle tool for marginalization in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10