Literaturnachweis - Detailanzeige
| Autor/in | Player-Koro, Catarina |
|---|---|
| Titel | Marginalising Students' Understanding of Mathematics through Performative Priorities: A Bernsteinian Perspective |
| Quelle | In: Ethnography and Education, 6 (2011) 3, S.325-340 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1745-7823 |
| DOI | 10.1080/17457823.2011.610583 |
| Schlagwörter | Student Teachers; Mathematics Education; Ethnography; Cognitive Structures; Mathematics Teachers; Data Analysis; Interviews; Universities; Foreign Countries; Undergraduate Students; Sweden |
| Abstract | This article draws from data produced during subject theory lectures and in conversional interviews with students from an ongoing ethnographic study of mathematics teacher education at a Swedish University. Using Bernsteins' language of description of the pedagogic device the article describes how the aims of teacher education to re-contextualise mathematical education towards greater student subject knowledge is thwarted by a strongly classified and framed practice that obstructs student teachers from developing a vertical knowledge structure in mathematics due to performative priorities. The mathematical knowledge to which students are subjected takes more the form of a horizontal discourse and this is problematic for their knowledge development. A horizontal discourse reduces student access to important forms of knowledge by which they can challenge tradition and consciously change their practice. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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