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ERIC Number: EJ888012
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1463-9491
"Let's Dance!" Theorising Alternative Mathematical Practices in Early Childhood Teacher Education
Palmer, Anna
Contemporary Issues in Early Childhood, v11 n2 p130-143 2010
In light of the contemporary discussions on the biased relationship between gender and mathematical teaching and learning in the Western world, can we, by means of a reconceptualised early childhood education, influence how young children construct their gendered subjectivities in relation to mathematics? This project has been carried out with the aim of challenging the taken-for-granted mathematical teaching discourse and to produce more creative, in-depth and gender-sensitive mathematical learning situations for student teachers and their subsequent students in early childhood teacher education practices. To exemplify such work, from a data collection of 75 student reports, this article investigates and analyses documentation collected from a maths project undertaken by an early childhood education student teacher. The poststructural and material feminist analysis performed shows that the material-discursive intra-actions taking place are conceivable to have both expected and unexpected gendered impacts on children's ongoing subjectivity constructions. It also shows that it is difficult but possible to change taken-for-granted mathematical teaching practice as well as student teachers' understandings of maths teaching. (Contains 7 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden