The 'mathematically able child' in primary mathematics education: a discursive approach
Walls, Fiona (2004) The 'mathematically able child' in primary mathematics education: a discursive approach. In: Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia, pp. 549-556. From: Mathematics Education for the Third Millennium: towards 2010, 27 - 30 June 2004, Townsville, QLD, Australia.
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Grouping according to perceptions of ability is widely used in the teaching of mathematics in many countries. These practices may be viewed as operating within discursive complexes concerned with the mathematically able child. This paper uses Foucault’s theories of discourse to argue that such a child is discursively produced, and that the differentiating pedagogies that characterise mathematics teaching in many New Zealand primary schools are supported within such discourse. It investigates the disposition surrounding the ‘mathematically able child’, and considers implications of dominant discursive accounts of mathematical ability for young learners.
|Item Type:||Conference Item (Refereed Research Paper - E1)|
|Keywords:||primary mathematics education|
|Date Deposited:||20 Oct 2006|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|