Numeracy, an intellectual and social practice: implications for schools mathematics in the new millennium
Klein, Mary (2000) Numeracy, an intellectual and social practice: implications for schools mathematics in the new millennium. Curriculum Perspectives, 20 (1). pp. 19-24.
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What would it mean to accept that numeracy, however it is constructed in diverse sociocultural contexts, can no longer be seen to be a commodity or product that we can give to our students but rather a fragmented, always-in-process social practice - a result of discursive positioning? What would it mean for the teaching of school mathematics were we to accept that all knowledge is discursively constituted; that is, to unhook classroom practices from humanistic understandings of the individual and rather to recognise how classroom uses of language, activities and practices position students in ways that sometimes enable them to take themselves up as numerate individuals, and sometimes not? As we move into the next millennium might it be that we are at last genuinely ready to concentrate our energies on the quality of teaching relationships, recognising their constitutive powers, and their importance to the lives and work of those who would consider themselves numerate in a world of globalisation and rapid change?
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||mathematics education; numeracy|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|
|Deposited On:||07 Jan 2011 10:01|
|Last Modified:||12 Feb 2011 03:55|
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