id: 06502954
dt: a
an: 2015f.00233
au: Knipping, Christine; Reid, David; Straehler-Pohl, Hauke
ti: Establishing mathematics classroom culture: concealing and revealing the
rules of the game.
so: Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M.
sourcebook. Collected papers based on the presentations at the 63rd and
64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece,
summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk;
978-3-319-15410-7/ebook). Advances in Mathematics Education, 67-96
(2015).
py: 2015
pu: Cham: Springer
la: EN
cc: C70 C60
ut: classroom culture; disparity; learning opportunities; sociology of
mathematics education; classroom interaction; implicit and explicit
pedagogy; classification and framing; recontextualisation; recognition
and realisation rules; praxeology
ci:
li: doi:10.1007/978-3-319-15410-7_4
ab: Summary: In this chapter we will propose several mechanisms in classroom
interactions that give rise to disparity in learning opportunities. We
will use terminology derived from the work of Basil Bernstein to
describe these mechanisms in four episodes of classroom discourse. We
conclude that efforts to enable “less able" students by incorporating
elements of everyday “horizontal" discourse into school mathematics,
which is oriented towards “vertical" academic discourse, can instead
deny these students learning opportunities that are available to more
privileged peers.
rv: