Social Relationships between Teachers and Learners, Learners' Mathematical Identities and Equity

Autor/in	Gardee, Aarifah
Titel	Social Relationships between Teachers and Learners, Learners' Mathematical Identities and Equity
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 23 (2019) 2, S.233-243 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gardee, Aarifah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2019.1662641
Schlagwörter	Teacher Student Relationship; Teaching Methods; Mathematics Instruction; Equal Education; Longitudinal Studies; Video Technology; Audio Equipment; Self Concept; Access to Education; Teacher Attitudes; Student Attitudes; Foreign Countries; Grade 9; Secondary School Teachers; Secondary School Students; Secondary School Mathematics; Correlation; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Audio-CD; Selbstkonzept; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerverhalten; Schülerverhalten; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Korrelation
Abstract	In recent years, the notion of equity has become increasingly prominent in mathematics education, in relation to pedagogy and the opportunities provided for learners to identify themselves as successful mathematics learners. Different pedagogies have been shown to promote equity and access to mathematics in different ways. However, teacher practices are not characterised only by pedagogy, but also by social relationships between teachers and learners, which can be key in supporting all learners to identify with mathematics. Data are drawn from a study involving two teachers who taught using similar traditional pedagogies but had different social relationships with learners in a South African school. Data were collected over two years, in the form of videotaped lessons, field notes and audiotaped interviews with participants, and were analysed qualitatively. The relationship between different teacher-learner social relationships and learners' mathematical identities suggests that different social relationships have implications for equity, shaping access to knowledge and learner identities in important ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01