Teacher Communication, Student Identity and Class Participation: 'I Belonged in a Way that No One Understood Anything that we were Learning'
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Description
This paper draws on research in progress with early school leavers and non-completers of schooling to argue that mathematics classrooms can be usefully considered as communities of practice. In these communities of practice, social relationships are negotiated and identities are formed which can be critical for these students’ long term success or failure in learning mathematics. In such social settings, processes of participation and non-participation are crucial to the construction of group and individual identities, and the social skills of the teacher and her ability to communicate and engage effectively with such students can be as important as her knowledge of content.
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| ID Code: | 659 | ||
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| Item Type: | Chapter in Book, Report or Conference volume (Chapter) | ||
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| Measurements or Duration: | 14 pages | ||
| ISBN: | 1 876682 61 2 | ||
| Pure ID: | 34154724 | ||
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Past > Research Centres > Office of Education Research |
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| Copyright Owner: | Consult author(s) regarding copyright matters | ||
| Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||
| Deposited On: | 25 Jan 2005 00:00 | ||
| Last Modified: | 03 Mar 2024 11:23 |
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