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dc.contributor.authorJorgensen, Robyn
dc.contributor.authorGates, Peter
dc.contributor.authorRoper, Vanessa
dc.date.accessioned2017-06-30T12:32:10Z
dc.date.available2017-06-30T12:32:10Z
dc.date.issued2014
dc.date.modified2014-03-27T04:18:17Z
dc.identifier.issn00131954
dc.identifier.doi10.1007/s10649-013-9468-4
dc.identifier.urihttp://hdl.handle.net/10072/57352
dc.description.abstractIn this paper, we explore a sociological approach to mathematics education and offer a theoretical lens through which we can come to understand mathematics education as part of a wider set of social practices. Many studies of children's experiences in school show that a child's academic success is a product of many factors, some of which are beyond the control and, sometimes, the knowledge of the classroom teacher. We draw on the sociological ideas of Pierre Bourdieu to frame our analysis of the environment in which the pupils learn and the ways in which the practices help to create parallel worlds which are structured quite differently inside and outside the classroom. Specifically, we use Bourdieu's notions of habitus, field and capital. Using two cases, we highlight the subtle and coercive ways in which the practices of the field of mathematics education allow greater or lesser access to the hegemonic knowledge known as school mathematics depending on the cultural backgrounds and dispositions of the learners. We examine the children's mathematical learning trajectories and reflect on how what they achieve in the future will, in all likelihood, be shaped by their social background and how compatible this is with the current educational climate.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom221
dc.relation.ispartofpageto239
dc.relation.ispartofissue2
dc.relation.ispartofjournalEducational Studies in Mathematics
dc.relation.ispartofvolume87
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchOther Mathematical Sciences
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode0199
dc.subject.fieldofresearchcode1302
dc.titleStructural exclusion through school mathematics: using Bourdieu to understand mathematics as a social practice
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2013
gro.hasfulltextNo Full Text
gro.griffith.authorJorgensen, Robyn L.


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