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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
New Teacher Identity and Regulative Government: The Discursive Formation of Primary Mathematics Teacher Education

New Teacher Identity and Regulative Government: The Discursive Formation of Primary Mathematics Teacher Education

McNamara, Olwen
Brown, Tony

Paperback

Series: Mathematics Teacher Education, Book 2

General EducationGeneral SociologyTeaching Instruction

ISBN10: 1441936742
ISBN13: 9781441936745
Publisher: Springer
Published: Dec 6 2010
Pages: 208
Weight: 0.69
Height: 0.46 Width: 6.14 Depth: 9.21
Language: English
This book seeks to address the question of how the task of teaching mathematics to young children might be better understood. But rather than starting out with a conception of mathematics derived from the many histories mathematics might claim as its own we centre the analysis instead within the social practices that surround the teaching of the subject to children aged four to eleven in English primary schools today. That is, we do not commence with an a priori conception of mathematics and see what people are saying about it. Rather, we start from what people are saying and see where this points. We probe how the desires of society have manifested themselves in a societal decision to teach mathematics and how this decision now shapes that which is called mathematics. We focus on the operation of the noun mathematics and verb mathematical and consider how the meanings of these terms derive from the social domain in which they are being used. This extends and develops a conception of how language intervenes in the task of mathematics education presented elsewhere (Brown, 2001). In this present book however, we have a particular focus on trainee and newly qualified teachers, with a view to pinpointing how this conception of mathematics manifests itself in their evolving practices. We question how such teachers with many years of experience as a pupil in school might now re-orient themselves towards the demands of teaching mathematics in schools.

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