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| Autor/in | Zevenbergen, Robyn |
|---|---|
| Titel | The Construction of a Mathematical "Habitus": Implications of Ability Grouping in the Middle Years |
| Quelle | In: Journal of Curriculum Studies, 37 (2005) 5, S.607-619 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0272 |
| Schlagwörter | Mathematics Instruction; Ability Grouping; Foreign Countries; Self Concept; Interviews; Teacher Attitudes; Student Attitudes; Educational Practices; Mathematics Skills; Australia |
| Abstract | Ability grouping is a common practice in many mathematics classrooms. Its negative effects on students have been documented in research spanning two decades or more, and yet it is still widely implemented--in some countries even mandated. Using data from interviews with Australian students in the compulsory years of secondary schooling (14-16 year-olds), and using the theoretical tools offered by Bourdieu, I argue that the objective practices of school mathematics create an environment through which students internalize the practices to develop a sense of self, a "habitus". This "habitus" potentially is more or less empowering, depending on the experiences within these streamed settings. (Author). |
| Anmerkungen | Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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