Seeing culture and power in mathematical learning: toward a model of equitable instruction
Seeing culture and power in mathematical learning: toward a model of equitable instruction
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在数学学习中看到文化和力量：走向公平教学的模式
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Victoria Hand
中科院分区：
文献类型：
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作者：
Victoria Hand
本文的重点是为数学教育学习者创造公平的机会。通过对教师实践的观察，本文试图对教师如何对数学教学采取行动进行理论化。这些观察到的倾向，与教师让学生在数学课堂内外“占据自己的空间”的目标相关，从而为公平的数学教学模式提供了依据。教师的性格被认为与梅森的注意纪律和布迪厄的主导话语的象征暴力概念有关。
This paper is centered on creating equitable opportunities for learners in mathematics education. Through observations of teacher practice, the paper seeks to theorize how teachers enact their dispositions toward mathematics instruction. These observed propensities, in relation to teachers’ aims for students to “take up their space” in and beyond the mathematics classroom, then inform a model of equitable mathematics instruction. Teachers’ dispositions are considered in relation to Mason’s discipline of noticing and Bourdieu’s notion of the symbolic violence of dominant discourses.