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Marginalising students' understanding of mathematics through performative priorities: a Bernsteinian perspective
University of Borås, School of Education and Behavioural Science.
2011 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 6, no 3, p. 325-340Article in journal (Refereed) Published
Abstract [en]

This article draws from data produced during subject theory lectures and in conversional interviews with students from an ongoing ethnographic study of mathematics teacher education at a Swedish University. Using Bernsteins’ language of description of the pedagogic device the article describes how the aims of teacher education to re-contextualise mathematical education towards greater student subject knowledge is thwarted by a strongly classified and framed practice that obstructs student teachers from developing a vertical knowledge structure in mathematics due to performative priorities. The mathematical knowledge to which students are subjected takes more the form of a horizontal discourse and this is problematic for their knowledge development. A horizontal discourse reduces student access to important forms of knowledge by which they can challenge tradition and consciously change their practice.

Place, publisher, year, edition, pages
Routledge , 2011. Vol. 6, no 3, p. 325-340
Keywords [en]
teacher education, ethnography, mathematics teaching and learning
Keywords [sv]
Utbildningsvetenskap
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-3215DOI: 10.1080/17457823.2011.610583Local ID: 2320/9734OAI: oai:DiVA.org:hb-3215DiVA, id: diva2:871312
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-01Bibliographically approved

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Player-Koro, Catarina

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  • apa
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  • de-DE
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  • en-US
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  • nn-NB
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  • Other locale
More languages
Output format
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