Mathematics Education as a Matter of Discourse
What does it mean to conceive of mathematics education as “a matter of discourse?” This question can be answered in several ways, varying according to theoretical understanding of the nature of discourse and according to the scope of what is taken to be mathematics education. At a basic level, discourse is sometimes defined as verbal interaction. Taking this definition, it is hard to dispute the claim that mathematics education involvesdiscourse and there is substantial agreement among researchers and curriculum developers that verbal interaction has an important role to play in learning. In this entry, however, discourse is taken to involve not only use of language but also its functions within the social practices of mathematics education. These practices involve distinctive ways of seeing the world and acting in it, forms of identity and relationships among participants, and sets of values and expectations, all of which shape and are shaped by language use. The...
- Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Lanham: Rowman and Littlefield.Google Scholar
- Black, L., Mendick, H., & Solomon, Y. (Eds.). (2009). Mathematical relationships in education: Identities and participation. London: Routledge.Google Scholar
- Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.Google Scholar
- Herbel-Eisenmann, B., Choppin, J., Wagner, D., & Pimm, D. (Eds.). (2012). Equity in discourse for mathematics education. Dordrecht: Springer.Google Scholar
- Pimm, D. (1987). Speaking mathematically: Communication in mathematics classrooms. London: Routledge Kegan & Paul.Google Scholar
- Wodak, R., & Meyer, M. (Eds.). (2009). Methods of critical discourse analysis (2nd ed.). London: Sage.Google Scholar