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Article

Teaching Mathematics in Two Independent School Contexts: the construction of "good practice"

Citation
Swanson DM (2000) Teaching Mathematics in Two Independent School Contexts: the construction of "good practice". Educational Insights, 6 (1). http://educationalinsights.ca/archives/v06n01/swanson.html

Abstract
This paper compares constructions of mathematics teaching and learning practices in two geographically different school contexts. It looks at the constructions of "good practice" within the schooling communities across these two contexts and describes some similarities and differences between them. It provides an interpretation of these differently constructed practices as being contingent on the socially situated contexts of the two schools and schooling communities. Consequently, it problematizes the rhetoric of the reformist movement in education premised on slogans for "better education" which tend to universalize "good" or "progressive" practices, and which often do not consider the complex and contingent nature of school mathematics discourse and practice, or the socio-cultural and historical differences in contexts of schooling.

Journal
Educational Insights: Volume 6, Issue 1

StatusPublished
Author(s)Swanson, Dalene M
Publication date30/11/2000
URLhttp://hdl.handle.net/1893/18526
PublisherUniversity of British Columbia
Publisher URLhttp://educationalinsights.ca/archives/v06n01/swanson.html
ISSN1488-3333
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