Contingent conceptions of accomplished practice: the cultural specificity of discourse in and about the mathematics classroom.

Autor/in	Clarke, David John
Titel	Contingent conceptions of accomplished practice: the cultural specificity of discourse in and about the mathematics classroom.
Quelle	In: ZDM : mathematics education, 45 (2013) 1, S. 21-33 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-012-0452-8
Schlagwörter	Kultur; Unterrichtsgespräch; Unterrichtsforschung; Sprache; Internationaler Vergleich
Abstract	Classroom discourse and professional discourse about classrooms constitute forms of social performance undertaken within affordances and constraints that can be both cultural and linguistic. The nature of those discourses performed in mathematics classrooms provides a key indicator of pedagogical principles underlying classroom practice and the theories of learning on which these principles are implicitly founded. The discourses about mathematics classrooms give expression to these pedagogical principles sometimes explicitly and sometimes through embedding privileged forms of practice in the naming conventions by which the mathematics classroom is described. The research reported in this paper suggests that each of these discourses is culturally and linguistically specific. As a consequence, conceptions of accomplished practice are contingent on the history of custom and insight embedded in the conventions of practice and the language with which that practice is described.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2013/4