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ERIC Number: ED478893
Record Type: Non-Journal
Publication Date: 2001
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Tracking Ways of Coming to Know with the Shifting Role of Teachers and Peers: An Adult Mathematics Classroom.
Brew, Christine R.
Epistemological perspectives are the ways students interpret or make meaning of their educational experience. Research has stressed the need to develop strategies to counter traditional mathematics pedagogy and epistemology because they have alienated many girls and women. An integrated framework of two cognitive developmental models describe these ways that women have of viewing reality: (1) Silence produces a sense of feeling dumb; (2) Absolute Knowledge replicates the knowledge of authorities; (3) Subjective Knowers have a need for personal understanding; (4) Transitional Knowers accept multiple perspectives; (5) Independent Knowers value diverse methods; (6) Procedural Knowers use systematic analysis; and (7) Contextual and Constructed Knowers have an authentic voice. Each one of these relates to a particular role of the teacher and peers. Interviews with adult full-time women's-only technical and further education mathematics students were conducted after three weeks and at the end of the class and show how different experiences of peers and the teacher in the same class are viewed through an epistemological lens. One student came into the class with a Silent perspective, but by the end of class was a Subjective Knower. The second student was an Absolute Knower but left the class having shifted towards being a Transitional Knower. (Contains 19 references.)(SLR)
Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free).
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A