Contrasting the 'socio-cultural' and 'socio-political' perspectives in maths education and exploring their implications for teacher education.

Autor/in	Chronaki, Anna
Titel	Contrasting the 'socio-cultural' and 'socio-political' perspectives in maths education and exploring their implications for teacher education.
Quelle	In: European Educational Researcher, 5 (1999) 2, S. 13-20Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben 38
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Gesellschaft; Lehrer; Lehrerausbildung; Mathematikunterricht; Relevanz; Großbritannien
Abstract	Maths teacher education as a field of enquiry and practice emerges as a hybrid between the domains of teacher education and maths education. This paper acknowledges that maths teachers' knowledge is of a complex nature and that its institutionalisation in curricula and teacher education programmes should consider the multiple perspectives which influence its growth. Specifically, during the last decade, a shift towards a 'social' orientation has been witnessed in the field of mathematics education with two prevailing perspective: the ' socio-cultural' and the 'socio-political'. These two perspectives are discussed here by considering their contrasting views on 'contexts' for learning mathematics and on the learner's role, as well as by exploring the implications of such views in restructuring maths teacher education programmes. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)