id: 06675812
dt: a
an:
au: Kollosche, David
ti: A socio-critical analysis of studentsâ€™ perceptions of mathematics.
so: Straehler-Pohl, Hauke (ed.) et al., The disorder of mathematics education.
Challenging the socio-political dimensions of research. Cham: Springer
(ISBN 978-3-319-34005-0/hbk; 978-3-319-34006-7/ebook). 173-189 (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: C20 C60 D20
ut:
ci:
li: doi:10.1007/978-3-319-34006-7_11
ab: Summary: Rather than studying studentsâ€™ perceptions of mathematics from a
beliefs or identity framework with the purpose of improving the
learning of mathematics, this study develops a Foucauldian framework,
which allows a socio-critical interpretation of studentsâ€™
perceptions, which are considered an indicator for their developing
subjectivities. This allows me to discuss how diverging devotions to
mathematics, suffering from mathematics as well as seeing personal
relevance and challenges in mathematics connects to the institutional
and societal functionality of mathematics education. Thereby, I also
present data obtained in questionnaires from German ninth grade
students.
rv: