A Tale of Two More Metaphors: Storylines about Mathematics Education in Canadian National Media

Autor/inn/en	Chorney, Sean; Ng, Oi-Lam; Pimm, David
Titel	A Tale of Two More Metaphors: Storylines about Mathematics Education in Canadian National Media
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 16 (2016) 4, S.402-418 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ng, Oi-Lam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2016.1235746
Schlagwörter	Foreign Countries; Public Opinion; Mathematics Education; News Media; Mass Media Effects; Electronic Publishing; Newspapers; Social Psychology; Theories; Communication Strategies; Journalism; Figurative Language; Content Analysis; Ideology; Conflict; Economic Factors; Children; Competition; Canada + Suchen Sie Ihr Suchwort? Ausland; Öffentliche Meinung; Mathematische Bildung; Nachrichtenwesen; Elektronisches Publizieren; Newspaper; Zeitung; Sozialpsychologie; Theory; Theorie; Kommunikationsstrategie; Journalistik; Journalismus; Inhaltsanalyse; Ideologie; Konflikt; Ökonomischer Faktor; Child; Kind; Kinder; Wettkampf; Kanada
Abstract	In this companion piece to the article "A Tale of Two Metaphors: Storylines About Mathematics Education in Canadian National Media" (this issue), we further explore constructed meanings through the use of positioning theory. In our examination of 71 articles in the two Canadian national newspapers ("The Globe and Mail" and "The National Post"), we focus primarily on communication acts and further our investigation into storylines and positionings concerned with mathematics education. Elaborating on aspects of two more metaphors, those of war and competition, we highlight the production of dichotomies and the shared aspect of taking sides. An investigation of the ramifications and effects that are brought to the fore in the articles we examined involves two general themes: the purpose of education and the point of mathematics education itself. We draw on David Labaree's framework identifying social efficiency and social mobility as different patterns of educational goals and highlight its parallels with the storylines in the articles we examined. The messages of the storylines feed the continued production of culturally shared narratives surrounding the purposes of mathematics education and education in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01