Is Mathematics T.I.R.E.D? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom
Is Mathematics T.I.R.E.D? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom
复制标题
数学累了吗？
DOI：
10.1080/01411920301852
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发表时间：
2003
影响因子：
2.3
通讯作者：
S. Steward
中科院分区：
文献类型：
--
作者：
Elena Nardi;S. Steward
研究往往集中在数学课堂上的不满，表现为破坏性行为、旷课或特殊需要：因此，它忽视了一群学生，他们的不满以一种默契的、非破坏性的方式表达出来，即脱离和隐形。忽视这一庞大的群体意味着这些学习者的数学潜力可能仍然没有发挥出来。本文报道了一项为期一年的关于沉默不满的研究，该研究在诺福克的九年制数学课堂上进行。通过对70名13/14岁小学生的广泛观察和访谈，构建了一种对中学数学的安静不满的侧写。它的特征包括：乏味、孤立、Rote学习(遵循规则和提示)、精英主义和去人格化。对所提出的特征进行了描述和举例说明。最后，从学生对其有效数学教学形象的陈述中出现的主题(课堂活动的性质)。
Research often focuses on disaffection in the mathematics classroom as evident in disruptive behaviour, absenteeism or special needs: thus, it ignores a group of students whose disaffection is expressed in a tacit, non-disruptive manner, namely as disengagement and invisibility. Ignoring this often large group implies that the math ematical potential of these learners may remain defunct. This article reports on a one-year study of quiet disaffection conducted in three Year 9 mathematics classrooms in Norfolk. Through extensive observation and interviewing of seventy 13/14 year-old pupils, a profile of quiet disaffection from secondary school mathematics was constructed. It is proposed that its characteristics include: Tedium, Isolation, Rote learning (rule-and-cue following), Elitism and Depersonalisation . The proposed characteristics are described and exemplified. Finally, the themes that emerged from the students' statements about their images of effective mathematics teaching (Nature of Classroom Acti...