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New Teacher Identity and Regulative Government - The Discursive Formation of Primary Mathematics Teacher Education (Paperback, Softcover reprint of hardcover 1st ed. 2005)
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New Teacher Identity and Regulative Government - The Discursive Formation of Primary Mathematics Teacher Education (Paperback, Softcover reprint of hardcover 1st ed. 2005)
Series: Mathematics Teacher Education, 2
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This book seeks to address the question of how the task of teaching
mathematics to young children might be better understood. But
rather than starting out with a conception of mathematics derived
from the many histories mathematics might claim as its own we
centre the analysis instead within the social practices that
surround the teaching of the subject to children aged four to
eleven in English primary schools today. That is, we do not
commence with an a priori conception of mathematics and see what
people are saying about it. Rather, we start from what people are
saying and see where this points. We probe how the desires of
society have manifested themselves in a societal decision to teach
mathematics and how this decision now shapes that which is called
"mathematics." We focus on the operation of the noun "mathematics"
and verb "mathematical" and consider how the meanings of these
terms derive from the social domain in which they are being used.
This extends and develops a conception of how language intervenes
in the task of mathematics education presented elsewhere (Brown,
2001). In this present book however, we have a particular focus on
trainee and newly qualified teachers, with a view to pinpointing
how this conception of mathematics manifests itself in their
evolving practices. We question how such teachers with many years
of experience as a pupil in school might now re-orient themselves
towards the demands of teaching mathematics in schools.
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