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New Teacher Identity and Regulative Government

The Discursive Formation of Primary Mathematics Teacher Education

  • Book
  • © 2005

Overview

Authors:
  1. Tony Brown

    1. Manchester Metropolitan University, UK

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  2. Olwen McNamara

    1. University of Manchester, UK

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  • A strong consensus between the reviewers and the Series Editor that the book addresses an innovative and important aspect of (mathematics) teacher education that has not been published before. It fits well with the scope of the series and would be a valuable and relevant contribution
  • Has a very important and powerful message: detailed argument against the political control of mathematics education and it will be an innovative contribution to the discussion in the new "Mathematics Teacher Development" series
  • Includes supplementary material: sn.pub/extras

Part of the book series: Mathematics Teacher Education (MTEN, volume 2)

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-ix
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  2. Introduction

    Pages 1-9

  5. The Discursive Formation of School Mathematics

    1. The Production of Cover Stories

      Pages 109-118

    2. The Emergence of School Mathematics

      Pages 119-132

    3. The Secrets of the Forms of School Mathematics

      Pages 133-147

  6. Conclusion

    1. Conceiving Policy

      Pages 153-159

    2. Conceiving Teacher Development

      Pages 161-168

    3. Conceiving Mathematics

      Pages 169-173

    4. Conceiving Research

      Pages 175-183

  7. Back Matter

    Pages 185-208
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Keywords

About this book

This book seeks to address the question of how the task of teaching mathematics to young children might be better understood. But rather than starting out with a conception of mathematics derived from the many histories mathematics might claim as its own we centre the analysis instead within the social practices that surround the teaching of the subject to children aged four to eleven in English primary schools today. That is, we do not commence with an a priori conception of mathematics and see what people are saying about it. Rather, we start from what people are saying and see where this points. We probe how the desires of society have manifested themselves in a societal decision to teach mathematics and how this decision now shapes that which is called "mathematics". We focus on the operation of the noun "mathematics" and verb "mathematical" and consider how the meanings of these terms derive from the social domain in which they are being used. This extends and develops a conception of how language intervenes in the task of mathematics education presented elsewhere (Brown, 2001). In this present book however, we have a particular focus on trainee and newly qualified teachers, with a view to pinpointing how this conception of mathematics manifests itself in their evolving practices. We question how such teachers with many years of experience as a pupil in school might now re-orient themselves towards the demands of teaching mathematics in schools.

Authors and Affiliations

  • Manchester Metropolitan University, UK

    Tony Brown

  • University of Manchester, UK

    Olwen McNamara

Bibliographic Information

  • Book Title: New Teacher Identity and Regulative Government

  • Book Subtitle: The Discursive Formation of Primary Mathematics Teacher Education

  • Authors: Tony Brown, Olwen McNamara

  • Series Title: Mathematics Teacher Education

  • DOI: https://doi.org/10.1007/b104107

  • Publisher: Springer New York, NY

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer-Verlag US 2005

  • Hardcover ISBN: 978-0-387-23971-2Published: 14 January 2005

  • Softcover ISBN: 978-1-4419-3674-5Published: 06 December 2010

  • eBook ISBN: 978-0-387-23972-9Published: 30 March 2006

  • Series ISSN: 1573-5990

  • Series E-ISSN: 2543-0017

  • Edition Number: 1

  • Number of Pages: X, 208

  • Topics: Mathematics Education, Teaching and Teacher Education

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