Pedagogic discourse, positioning and emotion: illustrations from school mathematics
Journal Title: Review of Science, Mathematics and ICT Education - Year 2007, Vol 1, Issue 1
Abstract
Our approach to the study of emotion in school mathematics draws on several theoretical strands, all of which give a central role to the notion of discourse. Thus, emotions are considered as socially organised and shaped by power relations. We see emotion as analytically distinct from cognition, but at the same time as inseparable from it in practice: metaphorically we portray emotion as a charge (of energy) attached to ideas or (chains of) signifiers. To develop these ideas, we analyse a verbal text, based on a video record of a small group of students solving mathematical problems. The structural phase of the analysis identifies the positions available to subjects in this specific field; here we isolate five available pairs of student-positions, which can be inter-related using Bernstein's (2000) sociological approach to pedagogic discourse. The textual phase examines the use of language and other signs in interaction and describes the positionings taken up by particular pupils. Developing the textual phase, we then focus on indicators of emotion, drawing especially on psychoanalytic insights. Here we find indications of a range of emotions such as excitement and anxiety that may be linked to participants' positionings. We conclude by considering some theoretical, methodological and policy implications of our approach.
Authors and Affiliations
ANNA TSATSARONI, JEFF EVANS, CANDIA MORGAN
Keywords
Related Articles
- EP ID EP102430
- DOI -
- Views 99
- Downloads 0
Comment faire réaliser des activités scientifiques et technologiques à l’école primaire ?
Nous présentons brièvement le contexte de l’enseignement scientifique en France dans lequel a été lancée l’opération La main à la pâte en 1996, visant la rénovation de l’enseignement des sciences et de la technologie à l...
Enseignement intégré de science et technologie, quels enjeux ?
Dans de nombreux pays, des orientations sont prises pour rénover l'enseignement des sciences et technologies dans l'enseignement secondaire. Visant une plus grande cohérence des enseignements, la place et la définition d...
Impact of a university course on pre-service teachers’ conceptions about environmental issues and environmental education
The paper presents the results of the evaluation of a university environmental course on pre-service teachers’ conceptions of environmental issues and environmental education. The evaluation method leaned on the theory o...
Science Education and the Scientific Revolution: a way to learn about Science
This paper documents some of the international curriculum documents that require that science students learn about science – its methodology, relations with wider culture, technology and worldviews – as well as learning...
Transforming the representations of preschool-age children regarding geophysical entities and physical geography
A semi-structured interview was individually administered to 76 preschoolers. The interview raised questions about the conceptual understanding of certain geophysical entities. A teaching intervention designed to attempt...