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ERIC Number: EJ1101519
Record Type: Journal
Publication Date: 2016-Jun
Pages: 22
Abstractor: As Provided
Reference Count: 89
ISBN: N/A
ISSN: ISSN-1033-2170
Examining Equity of Opportunities for Learning Mathematics through Positioning Theory
Tait-McCutcheon, Sandi L.; Loveridge, Judith
Mathematics Education Research Journal, v28 n2 p327-348 Jun 2016
This exploratory study examined how two teachers from two New Zealand primary schools introduced and taught the same mathematics lesson to their lowest ability group of year 2 and 3 students. Emphasis was given to analysing the positioning of the teacher and students and the developing storylines and social acts from that positioning. Different positionings by teachers of themselves and their students led to inequitable opportunities for active and collaborative participation in the mathematics. The differences in pedagogy revealed through the use of positioning theory suggest that the way teachers positioned themselves and their students was more influential than the resources they were teaching with.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand