Teaching Challenges for the Management of Discourses That Operate as Barriers to Equitable Participation (Poster 25)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 3

Abstract

Teaching practice framed by the so-called Inclusive Mathematical Teaching can be enriched by adopting some contributions coming from the Sociopolitical Turn in Mathematics. Based on class video-recordings, we analyzed the interventions of a single mathematics 7th grade teacher while students are working in groups. Our focus was to characterize the way in which the teacher deals with discourses thar operate as barriers to equitable participation among students. Our results show that the teacher's response to those barriers is often implicit, and it tends to not address openly those discourses. This type of response is evidence that the focus of the teacher's intervention is predominantly related to the mathematical content and does not consider distribution of power among students.

Authors

• Maria Beatriz Cifuentes, Universidad de Chile

• Horacio Solar, Pontificia Universidad Catolica de Chile

• Florencia Gomez Zaccarelli, Pontificia Universidad Católica de Chile