Klein, Mary (2007) Engaging pedagogies in early mathematics education: fostering autonomy or the cruelest regulation? In: AARE 2006 International Education Research Conference. From: 2006 AARE Conference, 26-30 November 2006, Adelaide, SA, Australia.

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Abstract

The argument I present in this paper revolves around different interpretations of just what an ‘engaging pedagogy’ in mathematics education is, and the potential effects on learners and their learning of mathematics. As a teacher educator, I have become increasingly aware that preservice teachers, especially those intending to teach in the early years of schooling, are often drawn to overly naïve notions of ‘having fun’ as the sole criterion of engagement, with all sorts of serious implications for their future teaching of mathematics. I use the poststructuralist notion of the intersecting forces of power/knowledge/desire to analyse some of the preservice teachers’ conversations and submitted pieces of work to argue that these prospective teachers actively strive to protect their pupils (and themselves?) from the mathematics. While teacher ‘desire’ is rarely spoken of or indeed researched in mathematics education, I argue that we ignore it at our peril; it can move mountains or it can silently and imperceptibly ensure that everything in mathematics education remains just as regulated and unchanging as it has always been.

Item ID:	3023
Item Type:	Conference Item (Research - E1)
ISSN:	1324-9339
Keywords:	mathematics education; poststructuralism; teacher education; early childhood education
Related URLs:	http://www.aare.edu.au/06pap/code06.htm
Date Deposited:	09 Oct 2009 04:23
FoR Codes:	13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 50% 13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 50%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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