Discourse, identity and community: Forty-three early school leavers' accounts of their experiences of mathematics learning in two contexts
Ewing, Bronwyn F. (2008) Discourse, identity and community: Forty-three early school leavers' accounts of their experiences of mathematics learning in two contexts. In Australian Association for Research in Education 2008 : Changing climates - Education for Sustainable Futures, 30th November - 4th December, 2008, Queensland University of Technology. (In Press)
This paper reports on a study of forty-three early school leavers' accounts of mathematics learning in two contexts, secondary school classrooms and a TAFE Youth Reconnected Program. A social theory of learning and critical discourse theory provided the conceptual framework. Analysis of the students' accounts revealed six discursive practices and two contrasting discourses about mathematics learning in secondary school classrooms and the TAFE program mathematics. The discourse about the program and its discursive practices was found to largely support a community of learning where students actively engaged and participated in mathematics learning. The discourse about secondary mathematics was found to largely inhibit student participation and engagement.
Impact and interest:
Citation countsare sourced monthly fromand 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:||For more information, please refer to the conference's website (see hypertext link) or contact the author.|
|Keywords:||secondary mathematics teaching and learning, vocational mathematics teaching and learning, discourses of mathematics, student engagement in mathematics learning|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)|
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)
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 (please consult author)|
|Deposited On:||11 Aug 2008|
|Last Modified:||20 May 2010 01:49|
Repository Staff Only: item control page