id: 05645040
dt: b
an: 2013a.00310
au: Black, Laura (ed.); Mendick, Heather (ed.); Solomon, Yvette (ed.)
ti: Mathematical relationships in education. Identities and participation.
so: Routledge Research in Education. London: Routledge (ISBN
978-0-415-99684-6/hbk; 978-0-203-87611-4/ebook). xiv, 251~p. (2009).
py: 2009
pu: London: Routledge
la: EN
cc: D10 C10 B70
ut:
ci:
li:
ab: This book is the result of a seminar series entitled “Mathematical
relationships: identities and participation" held in the UK some years
ago. The six seminars brought together a number of researchers and
practitioners working in the areas of mathematics education. This book
is an edited collection mostly of the papers presented at those
seminars, with addition contributions from other international
scholars. The starting point for the series was the paradox of better
results in mathematics examinations juxtaposed with an increasing
rejection of the subject at the post compulsory level. We need to focus
on the relationships that learners form with mathematics in the context
of formal schooling. The book has six parts. The first five reflect
these policy and practise foci, each addressing a central question ‒
about selection and assessment, choice, curriculum, pedagogy, and
teacher development. An increasing policy emphasis on assessment and
selection has led to high levels of anxiety impacting on how learners
construct their identities. In the area of curriculum, the specialised
language forms and strategies used in mathematics teaching
differentially favour some social groups in terms of class, cultural
background, gender. A wide body of research indicates that mathematics
can be made more accessible in classrooms which encourage exploration,
negotiation, and ownership of knowledge and their corresponding
identity shifts. Thus has implication for teacher development, but also
requires recognition that teachers own mathematical identities.
rv: Valentina Dagienë (Vilnius)