Mathematics-for-teaching: what can be learned from the ethnopoetics of teachers’ stories?

Oslund, Joy A.

doi:10.1007/s10649-011-9348-8

Cited by 8 publications

(3 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Citing a discourse that associates math with masculinity (Benbow & Stanley, 1980;O'Connor, 2000;Oslund, 2012), Hassan added, "Fatherless girls dislike math." He also asserted that there is less control in the absence of a father-that these girls have difficulty relating to men, are promiscuous, have low self-esteem, and are emotionally stunted.…”

Section: Teacher Use Of Gendered Textsmentioning

confidence: 99%

Are Progressive Texts Necessarily Disruptive? Investigating Teacher Engagement with Gendered Textbooks in Ugandan Classrooms

Namatende-Sakwa

2021

Teachers College Record

View full text Add to dashboard Cite

Background Undergirding the dominant research focus on gender representation in textbooks is the assumption that making texts progressive in their construction of gender is a panacea for equality in the classroom. As this study demonstrates, however, textbooks containing traditional representations of gender can be used to challenge biases, while textbooks with progressive representations can be undermined. This suggests that “fixing” gender in textbooks to make them progressive does not guarantee how teachers enact them in the classroom. Indeed, the predominant focus on texts, rather than teachers’ gender knowledge base, has had little impact on classroom practice. This justifies the shift to “teacher talk around the text,” which, as scholars argue, should be the focus of research. Purpose and Research Questions This study, which goes beyond the dominant focus on textbooks to draw attention to how teachers take them up, was guided by the following research questions: How do teachers use gendered textbooks in the classroom? What discourses and practices circulate? What informs teacher selection of textbooks? Is gender one of the considerations? Context The study was situated in Uganda, a multiethnic patriarchal developing country in East Africa. Research Design A qualitative case study approach was taken up with two cases, specifically an affluent girls’ single-sex school and a less affluent mixed school. This illuminated how gender is constructed in relation to other socially constructed categories. Data Collection and Analysis The investigation involved textual analysis, classroom observations, and interviews, which were analyzed using feminist poststructural discourse analysis to identify and name discourses and discursive practices cited during the classroom interactions. Findings/Results Overall, the teachers’ use of textbooks in both cases challenged previous research, which assumed that teachers necessarily take up gender as constructed in textbooks. This overlooked teachers’ gendered truths, which, as shown in my study, informed how they took up and/or rejected both traditional and transgressive texts. Traditional gendered texts, which illuminated dominant realities, surprisingly offered more disruptive potential for engaging with gendered hierarchies than did progressive texts, which constructed marginal realities and/or realities incongruent with dominant truths. Conclusions/Recommendations The study has implications for teacher education in Uganda, which should prepare teachers by unsettling the taken-for-granted gender knowledge base, through disrupting traditional gendered ways of thinking/discourses. This will create possibility for producing teachers who can critically navigate gendered texts, by deconstructing gendered power relations during classroom engagement with texts. Indeed, as research has indicated, teachers are capable of challenging gender bias if well prepared. It will also be useful for researchers to observe lessons in which expert teachers engage with gendered textbooks, providing a model to inform teacher education.

show abstract

Section: Teacher Use Of Gendered Textsmentioning

confidence: 99%

Are Progressive Texts Necessarily Disruptive? Investigating Teacher Engagement with Gendered Textbooks in Ugandan Classrooms

Namatende-Sakwa

2021

Teachers College Record

View full text Add to dashboard Cite

show abstract

“…Este cenário descreve a variável como uma forma de comunicação que fala da relação de subordinação entre duas ou mais quantidades. Nas diretrizes curriculares para o ensino da matemática no Brasil (BRASIL, 1997, 2000, 2012 e na Colômbia (COLÔMBIA, 1998(COLÔMBIA, , 2006(COLÔMBIA, , 2015 Um caso especial da variável na relação funcional é a reificação das sequências (verbais, numéricas ou figuras). As diretrizes curriculares da matemática (BRASIL, 1998(BRASIL, , 2015COLÔMBIA, 1998COLÔMBIA, , 2006COLÔMBIA, , 2015COLÔMBIA, , 2016 descrevem o ensino das funções na reificação de sequências numéricas, como podemos ver no exemplo a seguir: Os marcadores de posição também aparecem nas identidades algébricas, as quais comunicam propriedades dos números reais e suas operações (BRASIL, 1998;COLÔMBIA, 2006), como mostramos a seguir:…”

Section: Relação Funcionalunclassified

Um modelo teórico da Matemática para o ensino do conceito de variável a partir das diretrizes curriculares da educação básica do Brasil e da Colômbia

Gómez¹,

Barbosa

2018

Rev. Bra. Edu. Ciê. Edu. Mat.

View full text Add to dashboard Cite

Resumo: Neste estudo, apresentamos um modelo teórico da Matemática para o Ensino do conceito de variável. Esta estrutura teórica discute como pode ser apresentada a variável na atividade escolar, e categoriza as diferentes situações em que aparece esse conceito no ensino da matemática. A estratégia metodológica adotada foi uma análise documental, cujas fontes são as diretrizes curriculares da Matemática do Brasil e da Colômbia. Ao final, estruturamos seis categorias: na primeira estudamos a variável como quantidade incógnita ou indeterminada; na segunda, nos referimos à variável na relação funcional; na terceira categoria, a variável é estudada como marcador de posição para definir narrativas associadas a sistemas numéricos ou para parametrizar rotinas matemáticas; na quarta categoria, a variável é analisada como nomenclatura no estudo da medida; na quinta, apresentamos a variável como nome de uma coleção de elementos; e na sexta e última categoria, descrevemos a variável como nome de figuras geométricas. Este modelo pode subsidiar pesquisas que focalizem o ensino do conceito de variável, assim como no trabalho de delineadores de materiais didáticos e na formação de professores.Palavras-chave: Discurso; Realização; Conceito; Matemáticas para o Ensino; Variável. A theoretical model of the Mathematics for teaching of the concept of variable from official curricular guidelines for Mathematics in Brazil and ColombiaAbstract: In this study, we present a theoretical model for Mathematics for Teaching of the concept of variable. This theoretical structure discusses how the variable is presented in the school activities, and categorizes the different situations in which this concept appears in the teaching of mathematics. The methodological strategy adopted was a documentary analysis, whose sources are the curricular guidelines for Mathematics in Brazil and Colombia. In the end, we chose six categories: in the first category, we study the variable as an unknown or indeterminate quantity; in the second, we refer to the variable in a functional relationship; in the third category, the variable is studied as a placeholder to define narratives associated with numerical systems or to parameterize mathematical routines; in the fourth category, the variable is analyzed as nomenclature in measurement studies; in the fifth, we present the variable as the name of a collection of elements; and in the sixth and last category, we describe the variable as the name of geometric figures. This model can support research that focuses on the teaching of the concept of variable, as well as on the work of educational material designers and for teacher training.Keywords: Discourse; Realization; Concept; Mathematics for Teaching; Variable.

show abstract

“…Second, teachers have increased opportunities for learning to teach because in addition to being transformed—that is, renewed and transformed—by their own practice. Coteachers learn at the elbow of each other (e.g., Roth & Tobin, ) just as partners do in one of two forms of narrative inquiry generally (e.g., Clandinin, ) and in mathematics education related narrative inquiry specifically (e.g., Oslund, ). Research shows that teachers become more like one another in their macro‐level teaching strategies, their ways of moving about in the classroom, and right down to the ways in which they speak and intonate (e.g., Roth, Tobin, Carambo, & Dalland, ).…”

Section: Teaching Learning and Researching From A Cultural‐historicmentioning

confidence: 99%

Creating Learning Opportunities for Teachers and Students: A Cultural‐Historical Understanding of Classroom Research

Maheux

Roth

2013

Curriculum Inquiry

View full text Add to dashboard Cite

There is considerable agreement about the fact that the presence of researchers in the classroom mediates teaching and learning. Why should two very different forms of human activity, one designed to study the other, interact and mediate each other? In this article, we propose cultural-historical activity theory as a framework for understanding the opportunities that arise for students and teachers from the presence of researchers in the classroom. From the perspective of cultural-historical activity theory and the concept of expansive learning, we articulate the significance of making use of the affordances that arise with the presence of researchers in educational settings. We analyze three vignettes from our research in elementary mathematics classrooms for the purpose of illustrating a cultural-historical activity theoretic explanation of the interaction. We conclude by suggesting that the "impact" of research can be increased at least locally when participants capitalize on the opportunities that arise for teaching and learning when researchers are present.bs_bs_banner

show abstract

Mathematics-for-teaching: what can be learned from the ethnopoetics of teachers’ stories?

Cited by 8 publications

References 33 publications

Are Progressive Texts Necessarily Disruptive? Investigating Teacher Engagement with Gendered Textbooks in Ugandan Classrooms

Are Progressive Texts Necessarily Disruptive? Investigating Teacher Engagement with Gendered Textbooks in Ugandan Classrooms

Um modelo teórico da Matemática para o ensino do conceito de variável a partir das diretrizes curriculares da educação básica do Brasil e da Colômbia

Creating Learning Opportunities for Teachers and Students: A Cultural‐Historical Understanding of Classroom Research

Contact Info

Product

Resources

About