Coming to do Mathematics in the Margins
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This paper explores teacher’ ‘identity’ as two teachers talk about teaching mathematics in classrooms situated within two different contexts of learning – mainstream and alternative. Employing a form of discourse analysis framed within a participation approach to learning, this paper describes teacher identity in terms of the norms and practices that frame the translation of content, pedagogy and assessment in each teacher’s classroom. Differences between each context of learning are highlighted and parallels drawn between similarities.
Mathematics Education in the Margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia
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Education not elsewhere classified