How binary thinking in school mathematics masks and maintains its coercive and conservative effects: a poststructuralist analysis
Klein, Mary, and Saunders, Linda (2004) How binary thinking in school mathematics masks and maintains its coercive and conservative effects: a poststructuralist analysis. Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia. Mathematics Education for the Third Millennium: towards 2010 , 27 - 30 June 2004, Townsville, QLD, Australia , pp. 336-342.
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In this paper we contemplate the potential dangers of binary thinking in school mathematics. From a poststructuralist perspective, we suggest that binary thinking insinuates itself into classroom practices and relationships and supports or suppresses students’ participation and sense of themselves as competent, numerate persons. As well, binary thinking is conservative in that it blinds educators and researchers, and the students themselves, to the long-term effects of discursive practices that can sometimes result in a ‘dumbing down’ of the curriculum and make authentic participation on the students’ part a pretence.
|Item Type:||Conference Item (Refereed Research Paper - E1)|
|Keywords:||discourse; mathematics education; poststructuralism|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 80%|
13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 20%
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 80%|
93 EDUCATION AND TRAINING > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development @ 20%
|Deposited On:||29 Jun 2010 13:32|
|Last Modified:||13 Feb 2011 01:35|
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