Second International Handbook of Mathematics Education 2003
DOI: 10.1007/978-94-010-0273-8_3
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Is Mathematics for All?

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Cited by 40 publications
(22 citation statements)
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“…For example, Wagner and Herbel-Eisenmann (2008) had made a critical analysis of how the word just was used to suppress and invite dialogue in mathematics classroom teaching and found that just mainly acted as a monoglossic tool suppressing dialogue. Based on the deliberate reflection on the nature of the school mathematics classroom, Gates and Vistro-Yu (2003) further indicated that the undemocratic features had been illustrated by such facts as dominant teaching method (chalk and talk), direct instruction and teacher-centered, transmissive teaching and dominant form communication (teacher talk). Also, Mukhopadhyay (2009) described the undemocratic features as the hegemonic script of mathematics classroom: reviewing homework and introducing the new topic; demonstrating "step" to solve problems on the new topic; working on sample problems; doing exercises; and assigning homework.…”
Section: The Exclusion Of Mathematics Classroom Discourse and Its Costmentioning
confidence: 99%
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“…For example, Wagner and Herbel-Eisenmann (2008) had made a critical analysis of how the word just was used to suppress and invite dialogue in mathematics classroom teaching and found that just mainly acted as a monoglossic tool suppressing dialogue. Based on the deliberate reflection on the nature of the school mathematics classroom, Gates and Vistro-Yu (2003) further indicated that the undemocratic features had been illustrated by such facts as dominant teaching method (chalk and talk), direct instruction and teacher-centered, transmissive teaching and dominant form communication (teacher talk). Also, Mukhopadhyay (2009) described the undemocratic features as the hegemonic script of mathematics classroom: reviewing homework and introducing the new topic; demonstrating "step" to solve problems on the new topic; working on sample problems; doing exercises; and assigning homework.…”
Section: The Exclusion Of Mathematics Classroom Discourse and Its Costmentioning
confidence: 99%
“…What could be excluded from such undemocratic classroom teaching? On one hand, not all students had equal opportunity to have access to the forms of linguistic competence commanded by classroom (Gates & Vistro-Yu, 2003) in that students from working class families were inherently not familiar with the formal school setting and required language and likely to fail in public school (Giroux, 2014). On the other hand, based on the hegemonic script of mathematics classroom, Mukhopadhyay (2009) argued that this "script" affected students differently-"empowering some, while marginalizing others" (Mukhopadhyay, 2008, as cited by Mukhopadhyay, 2009, p. 45).…”
Section: The Exclusion Of Mathematics Classroom Discourse and Its Costmentioning
confidence: 99%
“…In particular, for most time, all the students responded to the questions raised by the teacher with one voice without "differences" (Smith, 1991, p. 203). The undemocratic pattern was further illustrated by Gates and Vistro-Yu (2003) as dominant teaching method (chalk and talk), direct instruction, teacher-centered and transmissive teaching and dominant form communication (teacher talk).…”
Section: Discourse Patternmentioning
confidence: 99%
“…Dies zeigt sich besonders deutlich für den Fall des Mathematikunterrichts, auf den im Weiteren fokussiert wird: Ein mathematisches Talent oder eine angeborene mathematische Begabung sind Kernelemente impliziter Theorien darüber, wie Kinder Mathematik lernen (gates/Vistro-Yu 2003;gellert/Jablonka/Keitel 2001). Leistungsunterschiede im Mathematikunterricht lassen sich aus dieser Perspektive vor allem als Abbilder unterschiedlicher kognitiver Dispositionen verstehen.…”
Section: Problemaufrissunclassified