Learners in Transition Between Contexts

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Publication BookChapter
Title Learners in Transition Between Contexts
Author(s) Meaney, Tamsin ; Lange, Troels
Date 2013
Editor(s) Clements, Ken; Bishop, Alan; Keitel, Christine; Kilpatrick, Jeremy; Leung, Frederick
English abstract
In this chapter, we explore, from a social justice perspective, conceptions of learners in transition between contexts and evaluate pedagogical practices that have been advocated for such learners. Learning occurs as learners reflect on their transition between contexts, particularly when there are differences in what content knowledge is valued, the relationships between participants and how activities are undertaken. From this perspective, productive pedagogical practices for learners in transition are those that build and sustain relationships between learners and mathematics and between learners and others, including those outside the classroom. We look specifically at examples of pedagogical practices that draw on ethnomathematics and critical mathematics education for their inspiration.
Publisher Springer
Host/Issue Third International Handbook of Mathematics Education
ISBN 978-1-4614-4683-5
Pages 169-202
Language eng (iso)
Subject(s) critical mathematics education
disadvantage in mathematics
mathematics learners’ perspectives
modes of belonging
politics of knowledge
social justice and mathematics
transitions in mathematics
Humanities/Social Sciences
Research Subject Categories::HUMANITIES and RELIGION
Handle http://hdl.handle.net/2043/15451 (link to this page)

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