19 research outputs found
Shifts in the field of mathematics education: Stephen Lerman and the turn to the social
Professor Stephen Lerman has been a leader in the field of mathematics education for thirty years. His work is extensive, making many significant contributions to a number of key areas of research. Stephen retired from South Bank University in 2012, where he had worked for over 20 years, though he continues to work at Loughborough University. In this book several of his long standing colleagues and collaborators reflect on his contribution to mathematics education, and in so doing illustrate how some of Steve's ideas and interventions have resulted in significant shifts in the domain
Good learning = A Good Life: Mathematics Transformation in Remote Indigenous Communities
Young workers and their dispositions towards mathematics: tensions of a mathematical habitus in the retail industry
Structural exclusion through school mathematics: using Bourdieu to understand mathematics as a social practice
In this paper, we explore a sociological approach to mathematics education and offer a theoretical lens through which we can come to understand mathematics education as part of a wider set of social practices. Many studies of children's experiences in school show that a child's academic success is a product of many factors, some of which are beyond the control and, sometimes, the knowledge of the classroom teacher. We draw on the sociological ideas of Pierre Bourdieu to frame our analysis of the environment in which the pupils learn and the ways in which the practices help to create parallel worlds which are structured quite differently inside and outside the classroom. Specifically, we use Bourdieu's notions of habitus, field and capital. Using two cases, we highlight the subtle and coercive ways in which the practices of the field of mathematics education allow greater or lesser access to the hegemonic knowledge known as school mathematics depending on the cultural backgrounds and dispositions of the learners. We examine the children's mathematical learning trajectories and reflect on how what they achieve in the future will, in all likelihood, be shaped by their social background and how compatible this is with the current educational climate.Arts, Education & Law Group, School of Education and Professional StudiesNo Full Tex
CAMMINANDO LUNGO IL CRINALE
LâumanitĂ contemporanea sembra avvertire la centralitĂ della paura, autentica âemozione del millennioâ, e ciascun individuo tende a percepire la propria esistenza come un sentiero di cresta, minacciato dallo spalancarsi di strapiombi e precipizi. Da tale sensazione dâinstabilitĂ e insicurezza, prende forma il presente volume, che vuol delineare un cammino fra i problemi politici che la domanda di sicurezza pone, ma non trascurando un giro dâorizzonte sulle radici antropologiche del rischio, della fuga e della paura.
Il cuore del libro Ăš costituito dalla trattazione del tema della paura, cosĂŹ caratteristico della temperie culturale e politica odierna; la paura non viene solo subita e sofferta, ma socialmente âfabbricataâ e manipolata, per conseguire degli effetti che qui vengono analizzati.
Ă proprio lâambiguitĂ della paura a venir posta in rilievo: la paura come prigione della mente e restringimento di ogni progettualitĂ entro una mera visione di sopravvivenza, ma anche la paura come affezione che consiglia la prudenza, invitando a misurare i nostri passi nel mondo, un mondo dominato da una dimensione tecnologica che costruisce e risana, ma anche minaccia e, potenzialmente, distrugge.
Alla fine del libro si affollano una serie di questioni, fra le quali, ad esempio: lungo quali linee culturali sviluppare il contenimento del panico, che sembra travolgere, in particolare, la vita delle grandi cittĂ ? I temi conclusivi della resilienza e della fortezza non indicano ricette consolatorie, ma additano un difficile cammino etico ed educativ