Participation and Non-Participation in Mathematics Classrooms
Ewing, Bronwyn F. (2007) Participation and Non-Participation in Mathematics Classrooms. In Pugalee, David, Rogerson, Alan, & Schinck, Amelie (Eds.) Ninth International Conference : The Mathematics Education into the 21st Century Project, September 7-12 2007, University of North Carolina, Charlotte, North Carolina.
Active student engagement in mathematics is promoted in several contemporary policy documents. Recent international reports (Organization for Economic Cooperation and Development [OECD]) and national, (Department of Education, Training and Youth Affairs [DETYA], 2001) emphasised the need to improve mathematics teaching with a focus on learning and participation. The mathematics results from the Program for International Student Assessment [PISA] 2003 (OECD, 2004) the practices utilised in schools had a "substantial" (p. 26) effect on student learning and participation in mathematics. To understand how the practices affect student learning and participation, this paper discusses the use of critical discourse theory and a social theory of learning. In doing so, the important elements of these theories, that is, discourse, discursive practice, and subject position, have been linked to identity, participation and non-participation in classrooms. This articulation serves as a framework for understanding the complexity of practices in mathematics classrooms. It also serves as the platform to further understand the practices influential to participation and non-participation in and from such learning communities. The paper draws on several accounts from a larger study of students’ accounts of their experiences of learning mathematics. At the time, the students were enrolled in a Youth Reconnected Program. This program was designed to re-engage students with education.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Conference Paper|
|Additional Information:||The contents of this conference can be freely accessed online via the publisher's web page (see hypertext link).|
|Keywords:||secondary mathematics education, vocational mathematics education, participation in mathematics learning, student engagement in mathematics learning|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Technical Further and Workplace Education (130108)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2007 The Mathematics Education into the 21st Century Project|
|Deposited On:||11 Aug 2008|
|Last Modified:||03 Mar 2011 05:45|
Repository Staff Only: item control page