'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.

Goos, Merrilyn, Renshaw, Peter and Galbraith, Peter (1998) 'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.. Australian Senior Mathematics Journal, 12 2: 20-31.


Author Goos, Merrilyn
Renshaw, Peter
Galbraith, Peter
Title 'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.
Journal name Australian Senior Mathematics Journal   Check publisher's open access policy
ISSN 0819-4564
Publication date 1998
Sub-type Article (original research)
Volume 12
Issue 2
Start page 20
End page 31
Total pages 12
Place of publication Armidale, NSW, Australia
Publisher Australian Association of Mathematics Teachers
Language eng
Subject 130208 Mathematics and Numeracy Curriculum and Pedagogy
1302 Curriculum and Pedagogy
Abstract Participation in a community of inquiry makes unfamiliar demands on students as well as teachers, and it is unreasonable to expect students to quickly embrace changes that challenge their ideas about what mathematics is, and how it is best learned. Our research suggests that, as well as encouraging full participation, teachers need to be aware of the different forms of resistance that students may display, and to recognise the ways in which peers can work to include reluctant students in the classroom community.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
Institute for Teaching and Learning Innovation Publications
 
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Created: Tue, 13 Jul 2010, 12:13:09 EST by Jon Swabey on behalf of Teaching & Educational Development Institute