The Co-Construction of Learning Difficulties in Mathematics--Teacher-Student Interactions and Their Role in the Development of a Disabled Mathematical Identity

Autor/in	Heyd-Metzuyanim, Einat
Titel	The Co-Construction of Learning Difficulties in Mathematics--Teacher-Student Interactions and Their Role in the Development of a Disabled Mathematical Identity
Quelle	In: Educational Studies in Mathematics, 83 (2013) 3, S.341-368 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-012-9457-z
Schlagwörter	Identification (Psychology); Academic Failure; Low Achievement; Mathematics Achievement; Mathematics Instruction; Mathematics Teachers; Teacher Attitudes; Grade 7; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School year 07; 7. Schuljahr; Schuljahr 07; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Leaning on a communicational framework for studying social, affective, and cognitive aspects of learning, the present study offers a new look at the construction of an identity of failure in mathematics as it occurs through teaching-learning interactions. Using the case of Dana, an extremely low-achieving student in 7th grade mathematics, I attempt to unearth the mechanisms of interaction between Dana and myself, her teacher, that instead of advancing Dana, perpetuated her failure. Through examining the interactional routines followed by Dana and me, I show how Dana's deviations from normative routines resulted in my identification of Dana as "clueless" in mathematics. This identification, shared both by Dana and by me, was accompanied by adherence to ritual rule following that did not enable Dana's advancement in mathematical discourse. This case points to the need to re-examine permanent difficulties in mathematics in light of the reciprocal nature of such difficulties' (re)construction in teaching-and-learning interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10