Affective Bodying of Mathematics, Children and Difference: Choreographing 'Sad Affects' as Affirmative Politics in Early Mathematics Teacher Education

Autor/in	Chronaki, Anna
Titel	Affective Bodying of Mathematics, Children and Difference: Choreographing 'Sad Affects' as Affirmative Politics in Early Mathematics Teacher Education
Quelle	In: ZDM: The International Journal on Mathematics Education, 51 (2019) 2, S.319-330 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01045-9
Schlagwörter	Student Teachers; Psychological Patterns; Human Body; Mathematics Instruction; Early Childhood Education; Early Childhood Teachers; Preservice Teacher Education; Motion + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Menschlicher Körper; Mathematics lessons; Mathematikunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Bewegungsablauf
Abstract	This paper responds to the frequently occurring phenomena of 'sad affects' experienced by student teachers as they confront the logic of 'proper mathematics' with young children of differently abled bodies. The notion of 'proper' entails a normalizing fixity of 'what counts' as mathematics for certain children and fails to recognize mathematics as a sensual encounter amongst bodies. The study draws upon Spinoza's notion of affect to consider the body's capacity to act, and makes the case for choreographing with body-movement, rather than disclosing, the politics involved in becoming teachers. It discusses how affective bodying with mathematics, children and difference in the classroom practice can be not only deconstructed but also reconstructed in affirmative terms, choreographically, as feeling and thinking-in-movement in ways that trouble and perturb the prevailing sharing of the 'sensible' in early childhood mathematics and in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01