
06115735
j
2013a.00470
Lange, Troels
A child\rq s perspective on being in difficulty in mathematics.
Philos. Math. Educ. J., No. 23, 14 p., electronic only (2008).
2008
Professor Paul Ernest, University of Exeter, Graduate School of Education, Exeter
EN
D70
C70
C20
educational research
learning problems
mathematics education
questioning
student attitudes
student beliefs
student perspective
motivation
sociocultural aspects
http://people.exeter.ac.uk/PErnest/pome23/Lange%20%20A%20Childs%20Perspective%20on%20Being%20in%20Difficulty%20.doc
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 nonlearning 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.