Between People-Pleasing and Mathematizing: South African Learners' Struggle for Numeracy

Autor/inn/en	Heyd-Metzuyanim, Einat; Graven, Mellony
Titel	Between People-Pleasing and Mathematizing: South African Learners' Struggle for Numeracy
Quelle	In: Educational Studies in Mathematics, 91 (2016) 3, S.349-373 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-015-9637-8
Schlagwörter	Foreign Countries; Grade 3; Socioeconomic Status; Numeracy; Mathematical Models; Mathematics Instruction; Mathematical Concepts; Interviews; Disadvantaged Youth; Elementary School Mathematics; Identification (Psychology); South Africa + Suchen Sie Ihr Suchwort? Ausland; School year 03; 3. Schuljahr; Schuljahr 03; Socio-economic status; Sozioökonomischer Status; Rechenkompetenz; Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik; Benachteiligter Jugendlicher; Elementare Mathematik; Schulmathematik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The reported research attempts to trace possible reasons for third grade learners' limited progress in numeracy in a low socioeconomic status (SES) South African context. This is done through two lenses, both stemming from Sfard's commognitive (The term "commognition" has been offered by Sfard (2008) as an amalgam of "cognition" and "communication," thus expressing the unity of these concepts. Since its original appearance, some authors (including Sfard herself) have preferred using the word "communicational" to describe Sfard's framework. We chose to stick with "commognitive" because we believe it clearly points to the specific theoretical stance presented in Sfard (2008), whereas "communicational" might point to many other theories or frameworks that have something to do with human communication.) framework. One lens aims to analyze two learners' (Mina and Ronaldo (all names are pseudonyms)) mathematical and identity discourse both in one-on-one interviews and in a small group "math club" lesson led by the second author. The other examines the mathematical milieu in which these learners have participated through the analysis of a school mathematics lesson which exemplifies prevalent instructional practices in this milieu. Relying on the distinction between ritual and explorative participation, we show that while Mina was acting in an extremely ritualized manner, Ronaldo was more explorative in his actions. However, the milieu, as seen in the school lesson, encouraged almost exclusively ritual participation. Thus, while Mina was identified as a good student, Ronaldo was identified as an outcast or "troublemaker." We conclude by drawing implications to the tenacious nature of rituals in the mathematics classroom and the effects that these rituals may have on students' identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01