Student identities in a mathematical community of practice : radical visible pedagogy and the teacher collective

Sawyer, Abigail E. (2013) Student identities in a mathematical community of practice : radical visible pedagogy and the teacher collective. PhD thesis, Queensland University of Technology.


This study investigated the practices of two teachers in a school that was successful in enabling the mathematical learning of students in Years 1 and 2, including those from backgrounds associated with low mathematical achievement. The study explained how the practices of the teachers constituted a radical visible pedagogy that enabled equitable outcomes. The study also showed that teachers’ practices have collective power to shape students’ mathematical identities. The role of the principal in the school was pivotal because she structured curriculum delivery so that students experienced the distinct practices of both teachers.

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189 since deposited on 31 Oct 2013
33 in the past twelve months

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ID Code: 63818
Item Type: QUT Thesis (PhD)
Supervisor: Grieshaber, Sue & Diezmann, Carmel
Keywords: community of practice, early years, equity, identity, radical visible pedagogy, teacher collective
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Institution: Queensland University of Technology
Deposited On: 31 Oct 2013 06:16
Last Modified: 08 Sep 2015 23:29

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