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ERIC Number: EJ949000
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1745-7823
Marginalising Students' Understanding of Mathematics through Performative Priorities: A Bernsteinian Perspective
Player-Koro, Catarina
Ethnography and Education, v6 n3 p325-340 2011
This article draws from data produced during subject theory lectures and in conversional interviews with students from an ongoing ethnographic study of mathematics teacher education at a Swedish University. Using Bernsteins' language of description of the pedagogic device the article describes how the aims of teacher education to re-contextualise mathematical education towards greater student subject knowledge is thwarted by a strongly classified and framed practice that obstructs student teachers from developing a vertical knowledge structure in mathematics due to performative priorities. The mathematical knowledge to which students are subjected takes more the form of a horizontal discourse and this is problematic for their knowledge development. A horizontal discourse reduces student access to important forms of knowledge by which they can challenge tradition and consciously change their practice.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden