"When I Am Being Rushed It Slows Down My Brain": Constructing Self-Understandings as a Mathematics Learner

Autor/in	Lambert, Rachel
Titel	"When I Am Being Rushed It Slows Down My Brain": Constructing Self-Understandings as a Mathematics Learner
Quelle	In: International Journal of Inclusive Education, 21 (2017) 5, S.521-531 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1251978
Schlagwörter	Middle School Students; Hispanic American Students; Grade 6; Learning Disabilities; Mathematics Education; Self Concept; Attitudes toward Disabilities; Academic Ability; Discourse Analysis; Special Education; Ethnography; Interviews; Educational Practices; Teacher Role + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; School year 06; 6. Schuljahr; Schuljahr 06; Learning handicap; Lernbehinderung; Mathematische Bildung; Selbstkonzept; Diskursanalyse; Special needs education; Sonderpädagogik; Sonderschulwesen; Ethnografie; Interviewing; Interviewtechnik; Bildungspraxis; Lehrerrolle
Abstract	Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and observational data suggests that Elijah constructed a unique set of self-understandings as a mathematics learner. Like his sixth-grade special education teacher, Elijah seems to differentiate between knowledge and the performance of knowledge in school. He created a unique identity as both "fast" and "slow" in mathematics, rejecting the binary found in many mathematics classrooms. These findings suggest that multiple discourses circulate in schools about ability and disability in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01