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Mathematics Education Research Journal

, Volume 25, Issue 3, pp 379–397 | Cite as

The discursive production of classroom mathematics

  • Kim Smith
  • Elaine Hodson
  • Tony Brown
Original Article
First Online:

Abstract

School mathematics is a function of its discursive environment where the language being used formats mathematical activity. The paper explores this theme through an extended example in which the conduct of mathematical teaching and learning is restricted by regulative educational policies. It considers how mathematics is discursively produced by student teachers within an employment-based model of teacher education in England where there is a low university input. It is argued that teacher reflections on mathematical learning and teaching within the course are patterned discursively in line with formal curriculum framings, assessment requirements and the local demands of their placement school. Both teachers and students are subject to regulative discourses that shape their actions and as a consequence this regulation influences the forms of mathematical activity that can take place. It is shown how university sessions can provide a limited critical platform from which to interrogate these restrictions and renegotiate them.

Keywords

Mathematics Employment-based initial teacher education 
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Copyright information

© Mathematics Education Research Group of Australasia, Inc. 2013

Authors and Affiliations

  1. 1.Faculty of EducationMetropolitan UniversityManchesterUK

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