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Andersson Annica Ryan Ulrika Herbel-Eisenmann Beth Huru Hilja Lisa Wagner David 《Educational Studies in Mathematics》2022,111(2):323-343
Educational Studies in Mathematics - Public media both reflects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for... 相似文献
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With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment
of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current
mathematics education literature and the way it may be alternatively conceptualized. This leads us to claim that changing
the way mathematics is talked about and changing the stories (or myths) told about mathematics is necessary for efforts to
change the way mathematics is done and the way it is taught.
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| Beth Herbel-EisenmannEmail: |
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Beth Herbel-Eisenmann David Wagner Viviana Cortes 《Educational Studies in Mathematics》2010,75(1):23-42
In this article, we introduce the lexical bundle, defined by corpus linguists as a group of three or more words that frequently
recur together, in a single group, in a particular register (Biber, Johansson, Leech, Conrad, & Finegan, 2006; Cortes, English for Specific Purposes 23:397–423, 2004). Attention to lexical bundles helps to explore hegemonic practices in mathematics classrooms because lexical bundles play
an important role in structuring discourse and are often treated as “common sense” ways of interacting. We narrow our findings
and discussion to a particular type of lexical bundle (called a “stance bundle” or bundles that relate to feelings, attitudes,
value judgments, or assessments) because it was the most significant type found. Through comparing our corpus from secondary
mathematics classrooms with two other corpora (one from university classrooms (not including mathematics classrooms) and one
from conversations), we show that most of the stance bundles were particular to secondary mathematics classrooms. The stance
bundles are interpreted through the lens of interpersonal positioning, drawing on ideas from systemic functional linguistics.
We conclude by suggesting additional research that might be done, discussing limitations of this work, and pointing out that
the findings warrant further attention to interpersonal positioning in mathematics classrooms. 相似文献
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Michelle Cirillo Katherine Richardson Bruna Beth Herbel-Eisenmann 《Multicultural Perspectives》2013,15(1):34-41
In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. 相似文献
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Beth A. Herbel-Eisenmann Sarah Theule Lubienski Lateefah Id-Deen 《Journal of Mathematics Teacher Education》2006,9(4):313-345
This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum (Core Plus) and a more conventional algebra sequence (the University of Chicago series). Each day, Jackie teaches two very different sections of accelerated eighth-grade mathematics using each of these curricular materials. Drawing from students’ survey responses, classroom observations, and teacher interview data, we show ways in which Jackie’s pedagogy differs considerably between the two courses and we shed light on reasons underlying this variation.By examining one teacher who enacts different practices in each of the two curricular contexts, this paper highlights factors that contribute to teachers’ enacted curricula – factors that have been understated in previous mathematics education research on teacher development. The study establishes the importance of distinguishing between global and local teacher change, and suggests implications for future studies of teaching and reform. 相似文献