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ERIC Number: EJ1106531
Record Type: Journal
Publication Date: 2016
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-1479-4802
What a Cognitivist Can Take from Discursive Research
Brown, Margaret
Research in Mathematics Education, v18 n2 p207-210 2016
To an unreconstructed cognitivist with experience of developing General Certificate of Secondary Education (GCSE) examinations and national tests in mathematics, the three papers which provide the core of this special issue (Morgan & Sfard; Morgan, Morgan & Tang) provided a refreshing opportunity to consider examination items from a different perspective. The integration of sociocultural/communicational and social semiotic/functional linguistic viewpoints underpinning the ESRC-funded The Evolution of the Discourse of School Mathematics (EDSM) highlighted for me the role of examination texts as purveyors of cultural meanings, communicating an authorised definition of school mathematics. The fourth paper (Alshwaikh) showed an attempt to translate this analysis to a different medium and also to a different culture and language. The fifth paper (Adler & Lerman) usefully took a step back and reminded me of the importance of who sets these cultural definitions, drawing on narratives from two contrasting countries. With little background in language and discourse the author is obviously not well placed to comment on the theoretical issues and will confine herself mainly to pragmatic and policy matters. In this brief commentary, the author shares her views on the papers chosen for the special issue, highlighting some specific data from across the three EDSM articles.
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Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Identifiers - Assessments and Surveys: Program for International Student Assessment