id: 06115735
dt: j
an: 2013a.00470
au: Lange, Troels
ti: A child\rq s perspective on being in difficulty in mathematics.
so: Philos. Math. Educ. J., No. 23, 14 p., electronic only (2008).
py: 2008
pu: Professor Paul Ernest, University of Exeter, Graduate School of Education,
Exeter
la: EN
cc: D70 C70 C20
ut: educational research; learning problems; mathematics education;
questioning; student attitudes; student beliefs; student perspective;
motivation; sociocultural aspects
ci:
li: http://people.exeter.ac.uk/PErnest/pome23/Lange%20%20A%20Childs%20Perspective%20on%20Being%20in%20Difficulty%20.doc
ab: From the introduction: This paper is part of a study that explores learning
difficulties in mathematics from the children\rq s point of view. An
interview with a group of ten to eleven year old students is analysed
with respect to their making sense of and ascribing meaning to their
learning or non-learning of school mathematics. The analysis uses a
three level procedure for analysing interviews adopted from Kvale that
is coherent with the methodology and conducive to sensitivity towards
the notion of children\rq s perspectives as an analytical construct.
The students\rq sense making seamlessly integrated into coherent wholes
their immediate experiences in their mathematics classroom with the
prospect of their future lives. It was also found that children in
difficulties with learning mathematics can be reflective about the
norms and expectations at play in school mathematics.
rv: