Is Mathematics T.I.R.E.D? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom
Titel:
Is Mathematics T.I.R.E.D? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom
Auteur:
Nardi, Elena Steward, Susan
Verschenen in:
British educational research journal
Paginering:
Jaargang 29 (2003) nr. 3 pagina's 345-366
Jaar:
2003-06
Inhoud:
Research often focuses on disaffection in the mathematics classroom as evident in disruptive behaviour, absenteeism or special needs: thus, it ignores a group of students whose disaffection is expressed in a tacit, non-disruptive manner, namely as disengagement and invisibility. Ignoring this often large group implies that the math ematical potential of these learners may remain defunct. This article reports on a one-year study of quiet disaffection conducted in three Year 9 mathematics classrooms in Norfolk. Through extensive observation and interviewing of seventy 13/14 year-old pupils, a profile of quiet disaffection from secondary school mathematics was constructed. It is proposed that its characteristics include: Tedium, Isolation, Rote learning (rule-and-cue following), Elitism and Depersonalisation . The proposed characteristics are described and exemplified. Finally, the themes that emerged from the students' statements about their images of effective mathematics teaching (Nature of Classroom Activities--the notion of 'Fun', Teaching Styles; Role of the Teacher; Role of Stratification Structures such as Setting) are outlined.
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