Excavating memories: A retrospective analysis of mathematics teachers’ foregrounds

Abstract

This article offers a retrospective analysis of mathematics teachers’ experiences as learners in school to examine their foregrounds. Based on Skovsmose’s notion, foregrounds are perceptions of possibilities, impossibilities, hope and despair made by an individual whose life chances are compromised by socio-political adversities and economic deprivation. Since foregrounds are imagined it is not possible to be certain about how the future is realised without engaging in a longitudinal study spanning decades. One way to attempt to do so is through memory work, that is, by excavating the memories of persons who are already living in their foreground. Three mathematics teachers were recruited through snowball sampling to share their memories of teachers of mathematics, learning mathematics in schools and how they envisioned the future. The analysis revealed how exposure to mathematics teaching and learning when they were learners is implicated in shaping the foregrounds of teachers, and the ways in which teacher foregrounds are connected to personal and national development. The participants’ narratives confirmed that, although a foreground is shaped by prevailing conditions, a view to a viable future requires an optimism that goes beyond present situations.

Weathering the storm: Learning strategies that promote mathematical resilience

“…However, this article reports on the contribution of Skovsmose's ideas of foregrounds to make meaning of the data. Amin (2012) succinctly points out that foreground significantly differs from the psychological perspectives that foreground as an object may be distinguished from its background or as a prominent figure that can be remembered for longer than the background. According to Amin, foreground is paying attention to the future.…”

“…Here, Jenni decides to excel in mathematics because she wants to be different from her family, which is in the medicine sector, and join the financial sector which requires mathematics achievement in school. Similarly, Amin (2012) utilises the concept of foregrounds to illustrate the respective and feeding nature of foregrounds and further makes the point that foregrounds are connected to personal and national development and are shaped by prevailing conditions in the context of the learner. Kacerja (2011) not only confirms the feeding nature of foregrounds but also affirms that learners are likely to be more interested in mathematics if the focus is on things that have a bearing on their future.…”

“…(Nomsa*) Even though the learners' environment is harmful and nonsupportive, teachers are expected to play a pivotal role in the formation of the learners' foreground. Teachers are not only ideally positioned to influence mathematical learners' foreground (Skovsmose, 2005), but also the teacher's outlook is implicated in the foreground of the learner (Amin, 2012). More importantly, teachers are an accessible human resource that is crucial in shaping learning opportunities and the development of mathematical resilience (Gholson & Martin, 2014).…”