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ERIC Number: EJ1085899
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1442-3901
"Doing What Comes Naturally" in Mathematics Education? The Role of Social Class in Pre-Service Teachers' Responses to Innovative Mathematics Pedagogies
Jackson, Colin; Povey, Hilary
Mathematics Teacher Education and Development, v17 n2 p199-212 2015
This paper reports on a small scale study in mathematics subject knowledge teaching in a secondary mathematics pre-service teacher education course. "Responsible" or "ambitious" pedagogies are adopted on the course. Accounts taken from a larger study are offered from four participants reflecting on their experiences of the course. Permeating the narrative accounts is a sense of the interviewees' "dispositions" towards learning (and teaching) mathematics and the potentially classed nature of these. Drawing on Bourdieu's concepts of "habitus", "field" and "capital", we argue that these dispositions are related to issues of power with which we need, as researchers and as teacher educators, to engage.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A