Connecting the notion of foreground in critical mathematics education with the theory of habitus

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Connecting the notion of foreground in critical mathematics education with the theory of habitus

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Publication Conference Paper, peer reviewed
Title Connecting the notion of foreground in critical mathematics education with the theory of habitus
Author(s) Wedege, Tine
Date 2011
Editor(s) Pytlak, M.; Swoboda, E.; Rowland, T.
English abstract
The dialectics between individual and structure is an important issue in any sociomathematical study of students‘ learning conditions in mathematics education. On the basis of a conception of learning as action and intentionality as a basic element in any action, Skovsmose introduced the notion of the student‘s foreground as an element in critical mathematics education. The intention is to make visible learning obstacles as a political instead of an individual phenomenon based only on the student‘s social and cultural background. In this paper, a discussion is initiated to reestablish the significance of students‘ background by integrating the notion of foreground with Bourdieu‘s theory of habitus as systems of dispositions as principles of generating and structuring practices and representations.
Publisher University of Rzeszów
Host/Issue Proceedings of the Seventh European Congress for Research in Mathematics Education (CERME7), Rzeszów, Poland, 3-13 February, 2011;
Pages 1531-1540
Language eng (iso)
Subject(s) critical mathematics education
habitus
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Note Seventh European Congress for Research in Mathematics Education (CERME7), Rzeszów, Poland, 9-13 February, 2011
Handle http://hdl.handle.net/2043/13285 (link to this page)
Link http://www.cerme7.univ.rzeszow.pl/ (external link to related web page)

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