Using rights-based frameworks for rethinking teacher-directed pedagogies of mathematics
Walls, Fiona (2005) Using rights-based frameworks for rethinking teacher-directed pedagogies of mathematics. In: Proceedings of the 4th International Mathematics Education and Society Conference, pp. 296-306. From: 4th International Mathematics Education and Society Conference, 2 - 6 July 2005, Gold Coast, QLD, Australia.
PDF (Published Version)
Restricted to Repository staff only
This paper uses postmodern perspectives to demonstrate how, within the growing global discourse of human rights, accepted pedagogies of mathematics conflict with principles embodied in international conventions and declarations concerning children’s rights, particularly their right to participation in all matters affecting their lives. It examines the ways in which discourses of mathematics education produce and sustain teacher-directed approaches to mathematical learning, and considers how such pedagogies compromise participation for young learners. It contemplates reframed educational discourse in which a participant-determined pedagogy of mathematics might more appropriately reflect the discourse of enhanced empowerment for children in the mathematics classroom.
|Item Type:||Conference Item (Refereed Research Paper - E1)|
|Keywords:||teacher-directed pedagogies of mathematics|
|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%|