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[xmca] Fw: Mathematical Relationships Seminar & Book Launch
In the light of our recent discussion, this book and event may be of interest.
With apologies for cross posting
Mathematical Relationships in Education: seminar and book launch
On Tuesday 22nd September we will be holding an afternoon seminar at London South Bank University to celebrate the publication of the book Mathematical Relationships in Education. This book grew from contributions and discussions in an ESRC seminar series Mathematical Relationships: Identities and Participation, which focused on the relationships that learners form with mathematics in terms of their developing sense of self and their understanding of the part played by mathematics in it. The three perspectives on identity we selected for the series, the book and this seminar are sociocultural, discursive and psychoanalytic.
All welcome so feel free to pass this on to colleagues who may be interested in attending
The room is K 806/7, in the Keyworth building, Keyworth Street.
14:00 - 16:30: Seminar exploring using different theoretical approaches to look at people's relationships with mathematics:
Laura Black, University of Manchester
Heather Mendick, Goldsmiths University of London
Stephen Lerman, London South Bank University
Jim Ridgway, Durham University
Yvette Solomon, Manchester Metropolitan University
16:30-17:30: book launch and refreshments
RSVP to Laura Black: firstname.lastname@example.org
Information about the book:
This book brings together scholars working in the field of mathematics education to examine the ways in which learners form particular relationships with mathematics in the context of formal schooling. While demand for the mathematically literate citizen increases, many learners continue to reject mathematics and experience it as excluding and exclusive, even when they succeed at it. In exploring this phenomenon, this volume focuses on learners' developing sense of self and their understanding of the part played by mathematics in it. It recognizes the part played by emotional responses, the functioning of classroom communities of practice, and by discourses of mathematics education in this process. It thus blends perspectives from psychoanalysis, socio-cultural theory and discursive approaches in a focus on the classic issues of selection and assessment, pedagogy, curriculum, choice, and teacher development.
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