Culture and ideology in mathematics teacher noticing

Louie, Nicole

doi:10.1007/s10649-017-9775-2

Cited by 115 publications

(69 citation statements)

References 26 publications

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“…In particular, traditional academic success and its attendant qualifications do confer power and signal status, and that success is traditionally indicated by performance on exams and having “right” answers. That this conferral is anything other than meritorious—for example, that it could signify the “transmission of advantage across generations” (Lareau & Weininger, 2003, p. 568) via the imposition of the “educational norms” (p. 588) of the dominant class—is “misrecognized,” according to Bourdieu; the conferral of capital to “successful” students seems like the “natural” order of things (Louie, 2018). Furthermore, the standards that educational systems uphold and reinforce will also seem like the natural and objective order of things, and disrupting this order by renegotiating educational standards, even on a small scale, feels risky.…”

Section: System Of Schooling External Constraints and La Concernsmentioning

confidence: 99%

“…Centering this affectively laden disciplinary substance in ways that take it seriously asks something different of teacher educators than when teacher thinking is conceptualized strictly as (disembodied) intellectual content. For example, conversations about success which make visible the power and privileging of certain forms of cultural capital within existing educational systems often act to re‐narrate the meaning of “intelligence,” of “truth,” or of “success in school” (Louie, 2018; Michaels, 2005). Our experience is that these conversations are especially challenging for teachers who have historically been narrated as smart and successful in school.…”

Section: Conclusion and Implications For Teacher Education And Researchmentioning

confidence: 99%

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Truth, success, and faith: Novice teachers’ perceptions of what's at risk in responsive teaching in science

Robertson

Elliott

2020

Science Education

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Responsive teaching-or teaching that builds from the "seeds of science" in student thinking-is depicted in STEM education literature as both important and challenging. U.S. science education reform has been calling for teachers to enact instruction that attends to and takes up the substance of students' STEM ideas; however, responsive teaching represents a substantial shift from the current state of affairs in most U.S. classrooms, where content is often presented authoritatively as facts, definitions, and algorithms, with little consideration of student thinking. Drawing on language from literature about sense-making, this paper identifies some of the "vexation points" that novice science teachers face as they consider implementing responsive teaching practices in science-that is, what doesn't make sense, to teachers, about this instructional approach. In particular, we show that novice teachers express moral concerns about responsive teaching; themes in their written reflections suggest that they perceive responsive teaching to put truth, success, and faith at risk. We argue that though these concerns originally seem distinct from the institutional constraints to responsive teaching posed by the literature, teachers' concerns about truth, success, This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: System Of Schooling External Constraints and La Concernsmentioning

confidence: 99%

Section: Conclusion and Implications For Teacher Education And Researchmentioning

confidence: 99%

Truth, success, and faith: Novice teachers’ perceptions of what's at risk in responsive teaching in science

Robertson

Elliott

2020

Science Education

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“…This study also works to contest dominant narratives around mathematical smartness (see, e.g., [3,23]). Previous work has reported on the need for equity-based mathematics teaching to move beyond specific curriculum or practices [24] and to move beyond dominant-culture narratives [3,9,25]. Whereas these scholars largely addressed the ways that teachers can enact these practices while striving toward equity, this piece addresses the nature of smartness from the student perspective by busting the myth around speed and accuracy while featuring the voices of students.…”

Section: Literature Reviewmentioning

confidence: 99%

High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative “Get It Quick and Get It Right”

Dunleavy

2018

Education Sciences

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This article continues to challenge the robust myth that mathematical smartness is exemplified in individuals who consistently complete mathematics problems quickly and accurately. In so doing, I present a set of counterstories from three students in one ninth-grade Algebra 1 classroom. These students described transformative experiences in their perceptions of mathematical smartness. Analysis of interviews revealed four themes about their perceptions of mathematical smartness, including: (1) consistently and unapologetically affording time and space to value multiple solution strategies, (2) belief in mathematical justification and explanation as the goal for demonstrating mastery of mathematical content, (3) valuing mathematically valid ideas from all class members, and (4) valuing collaborative problem solving as a way to help group members, distribute mathematical knowledge and orient students toward learning with one another. I found that their interpretations of mathematical smartness are counter to the still-dominant myths around speed and accuracy. While the four themes that emerged have been previously studied in the frame of teacher practices, this research provides needed additional empirical evidence of students' voices describing what mathematical smartness can and should look like.

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“…integration of the cultural component into the educational process supposes not just learning foreign languages in the context of the culture, but also including the cultural context in the university subjects of the professional and methodical preparation; -the methods, used in the foreignlanguage training of future teachers, should be aimed at actualization and keeping the sociocultural personal position of a student as a 11 The results of the research work have revealed the following: the features of national cultures influence the requirements, defined by the ethnos (society) for a teacher who educates the rising generation in polycultural society.…”

Section: Resultsmentioning

confidence: 99%

Organizing educational process in higher school on basis of requirements to teacher in polycultural environment

Mardakhaev¹,

Egorychev²,

Mallaev³

et al. 2019

Science for Education Today

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Проблема и цель. Статья посвящена проблеме организации и осуществления образовательного процесса в вузе на основе реализации положений лингвокультурологии. Цель статьиопределить особенности организации образовательного процесса в вузе на основе требований к педагогу в поликультурной среде. Исследование направлено на анализ содержания культур и выявление социокультурных требований к педагогу. Полученные аналитические данные послужили основой для выделения особенностей образовательного процесса, нацеленного на подготовку будущего педагога как представителя своего народа к профессиональной деятельности в поликультурном социуме. Методология. Методология исследования основана на теоретическом анализе результатов научных работ, в которых представлены основные положения об обучении подрастающего поколения с учетом лингвокультурного фактора. Требования к профессиональной и личностной подготовке будущего педагога проанализированы на основе обобщения культурного опыта, накопленного в поликультурном обществе. Результаты. Авторы выявили и обосновали социокультурные требования к педагогу с учетом особенностей российской и зарубежной культур, рассматриваемых комплексно в качестве компонентов единого мирового культурно-образовательного пространства, одновременно Мардахаев Лев Владимировичдоктор педагогических наук, профессор кафедры социальной педагогики и организации работы с молодёжью, Российский государственный социальный университет,

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Culture and ideology in mathematics teacher noticing

Cited by 115 publications

References 26 publications

Truth, success, and faith: Novice teachers’ perceptions of what's at risk in responsive teaching in science

Truth, success, and faith: Novice teachers’ perceptions of what's at risk in responsive teaching in science

High School Algebra Students Busting the Myth about Mathematical Smartness: Counterstories to the Dominant Narrative “Get It Quick and Get It Right”

Organizing educational process in higher school on basis of requirements to teacher in polycultural environment

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