NOMAD 13(4), 2008. Homework and minority students in difficulty with learning mathematics: the influence of public discourse

Skapad: 2009-03-16. Ändrad: 2009-03-16  

NOMAD 13(4), 2008. Homework and minority students in difficulty with learning mathematics: the influence of public discourse

TROELS LANGE

Abstract

In this paper, I contrast an immigrant 10 years old girl’s perception of her home support and her mathematics teacher’s rather different perception. I show how the girl tries to align her perception of her home support with middle class Danish family values, and how the public discourse about immigrants apparently frames the teacher’s perception of the resources that are available or not available to the girl. The analysis becomes an example of how mathematics teaching and learning are embedded in a wider socio-political field. It suggests that sometimes resources could be available that schools do not see because students are constructed as disadvantaged.

Sammendrag

I artiklen modstilles en 10-årig piges opfattelse af den støtte hun får fra sit hjem og hendes matematiklæreren noget anderledes opfattelse. Pigen tilhører en minoritet i Danmark idet hendes forældre er indvandret fra Mellemøsten. I artiklen vises dels hvordan pigen prøver af tilpasse sin opfattelse af sit hjems støtte til den indfødte danske majoritets normalitetsforestillinger, og dels hvordan den offentlige diskurs om immigranter tilsyneladende former lærerens opfattelse af de ressourcer pigens familie råder over. Analysen er et eksempel på hvorledes matematikundervisning er indlejret i et socio-politisk felt. Den antyder at der kan være ressourcer til stede i minoritetsbørns familier som skolen ikke har øje for, fordi den offentlige diskurs konstruerer minoritetselever elever som underprivilegerede.

TROELS LANGE
Troels Lange is a senior lecturer in mathematics at VIA College of Education and a Ph.D. student at Aalborg University. His research interest are children’s perspectives on mathematics teaching and learning, especially on learning difficulties in mathematics.