NOMAD 13(4), 2008. School mathematical discourse in a learning landscape: understanding mathematics education in multicultural

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

NOMAD 13(4), 2008. School mathematical discourse in a learning landscape: understanding mathematics education in multicultural

PAOLA VALERO, TAMSIN MEANEY, HELLE ALRØ, UENUKU FAIRHALL, OLE SKOVSMOSE and TONY TRINICK

Abstract

By bringing our research work together, we are able to discuss the potential of combining the notions of the learning landscape and school mathematical discourse. We do so in a search for concepts and methodological tools to challenge the simplification of issues in regard to mathematics learning in multicultural settings, when adopting restricted perspectives on issues of bilingualism. In the paper we discuss the relationship between the learning landscape and school mathematical discourse. We then use these notions to analyse two case studies in Danish and New Zealand schools. Our conclusion raises possibilities about how these notions can be used when researching mathematics education in multicultural settings.

Sammendrag

I denne artikel bringer vi vore respektive forskningsperspektiver i
spil ved at diskutere forholdet mellem begreberne læringslandskab og skolematematisk diskurs. Formålet er at udvikle teoretiske begreber og metodologiske redskaber, som kan udfordre faren for en forenkling af de forhold, som har indflydelse på matematiklæring i multikulturelle kontekster. En sådan forenkling kan f.eks. ses i begrebet om ”de tosprogede”. Vi diskuterer læringslandskab og skolematematisk diskurs i forbindelse med en analyse af to case studier fra hhv. Danmark og New Zealand. I konklusionen peger vi på de muligheder, som disse begreber kan tilføre forskningen inden for matematikundervisning i det multikulturelle klasseværelse.

PAOLA VALERO
Paola Valero is associate professor in mathematics education at the Department of Education, Learning and Philosophy, Aalborg University, Denmark. Her research interests are, among others, the political dimension of mathematics education in areas such as school reform processes, curricular innovation, and multiculturalism and mathematics learning.

TAMSIN MEANEY
Tamsin Meaney has worked as a teacher in many situations which have made her consider the relationship between language and mathematics learning. She currently lectures in mathematics education at Charles Sturt University, Wagga Wagga, Australia.

HELLE ALRØ
Helle Alrø has a research interest in interpersonal communication and learning in helping relationships: (mathematics) education, coaching, supervision, conflict mediation etc. She is professor in Interpersonal Communication at Department of Communication and Psychology, Aalborg University, Denmark; and professor II at Bergen University College, Department of Teacher Education, Bergen, Norway. She is leader of the ’Centre for Interpersonal Communication in Organizations’
situated at Aalborg University.

UENUKU FAIRHALL
Uenuku Fairhall, Te Arawa: Ngäti Rangiwewehi, Waitaha and Ngäi Te Rangi: Ngäti Hë is the principal of Kura Kaupapa Mäori o te Koutu. He is one of the most experienced teachers of mathematics in te reo Mäori in New Zealand.

OLE SKOVSMOSE
Ole Skovsmose has a special interest in critical mathematics education. He has investigated the notions of mathematics in action, students’ foreground, globalisation, ghettoising with particular reference to mathematics education. He is professor at Department of Education, Learning and Philosophy, Aalborg University, Denmark.

TONY TRINICK
Tony Trinick has many years of experience in Mäori medium primary, secondary and tertiary mathematics education, pre-service teacher and teacher professional development. He is currently Associate Dean Mäori at the University of Auckland’s Faculty of Education.