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Beginning Early :
Beginning Early : Mathematical Exclusion
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Helenius, Ola (författare)
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Johansson, Maria L. (författare)
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- Lange, Troels (författare)
- Malmö högskola,Institutionen för natur, miljö, samhälle (NMS)
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- Meaney, Tamsin (författare)
- Malmö högskola,Institutionen för natur, miljö, samhälle (NMS)
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- Wernberg, Anna (författare)
- Malmö högskola,Institutionen för natur, miljö, samhälle (NMS)
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(creator_code:org_t)
- Mathematics Education & Soc, 2015
- 2015
- Engelska.
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Ingår i: Proceedings of the International Mathematics Education and Society Conference. - : Mathematics Education & Soc. ; , s. 596-609
- Relaterad länk:
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https://www.mescommu...
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https://mau.diva-por... (primary) (Raw object)
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- In this paper, the distinction between Bernstein's horizontal and vertical discourse is used to show how two children are restricted in their possibilities to learn mathematics. The social relationships set up within contexts, both of the problems being solved, and between participants, contributed to the horizontal or vertical discourse being employed. In a circular motion, these discourses then reinforced the social relationships that could come into play. It is argued that mathematical exclusion can occur when social relationships, not only within problem contexts but also within interactions, miscue the kind of discourse which is foregrounded. Children can become confused over the sort of discourse that contributes to mathematics learning.
Nyckelord
- Education & Educational Research
Publikations- och innehållstyp
- ref (ämneskategori)
- kon (ämneskategori)