### "Doing what comes naturally" in mathematics education? The role of social class in pre-service teachers' responses to innovative mathematics pedagogies

#### Abstract

This paper reports on a small scale study in mathematics subject knowledge teaching in a secondary mathematics pre-service teacher education course. "Responsible" or "ambitious" pedagogies are adopted on the course. Accounts taken from a larger study are offered from four participants reflecting on their experiences of the course. Permeating the narrative accounts is a sense of the interviewees' dispositions towards learning (and teaching) mathematics and the potentially classed nature of these. Drawing on Bourdieu's concepts of habitus, field and capital, we argue that these dispositions are related to issues of power with which we need, as researchers and as teacher educators, to engage.

#### Keywords

#### Full Text:

PDF#### References

Alro, H., & Skovsmose, O. (2002). Dialogue and learning in mathematics education: Intention, reflection, critique. Dordrecht, The Netherlands: Kluwer.

Baines, E., Rubie-Davies, C., & Blatchford, P. (2009). Improving pupil group work in interaction and dialogue in primary classrooms: Results from a year-long intervention study. Cambridge Journal of Education, 39(1), 95-117.

Ball, D. (1988). Unlearning to teach mathematics. Retrieved January 30, 2011, from http://ncrtl.msu.edu/http/ipapers/html/pdf/ip881.pdf

Bauman, Z. (1989). Modernity and the holocaust. Cambridge, UK: Polity Press.

Boaler, J. (2008). Promoting 'relational equity' and high mathematics achievement through an innovative mixed-ability approach. British Educational Research Journal, 34(2), 167-194.

Bourdieu, P. (1990). The logic of practice (R. Nice Trans.). Cambridge: Polity Press.

Bourdieu, P., Accardo, A., Balazs, G., & Ferguson, P. P. (1999). The weight of the world: Social suffering in contemporary society (P. P. Ferguson Trans.). Cambridge, UK: Polity Press.

Bourdieu, P. & Wacquant, L. (1992) An invitation to reflexive sociology. Chicago: Chicago University Press.

Brown, S., & Walter, M. (1993). Problem posing: Reflections and applications. Hillsdale, NI: Erlbaum.

Bruner, J. S. (1987). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.

Clough, P. (2002). Narratives and fiction in educational research. Buckingham, UK: Open University Press.

Cooney, T. J., & Wiegel, H. G. (2003). Examining the mathematics in mathematics teacher education. In A. Bishop, M. K. Clements, C. Keitel, J. Kilpatrick & F. K. Leung (Eds.), Second international handbook of mathematics education (pp. 795-828). Dordrecht, The Netherlands: Springer.

Doyle, W. (1997). Heard any really good stories lately? A critique of the critics of narrative in educational research. Teaching and Teacher Education, 13(1), 93-99.

Gates, P., & Noyes, A. (2014). School mathematics as social classification. In D. Leslie, & H. Mendick (Eds.), Debates in mathematics education (pp. 38-48). Abingdon, UK: Routledge.

Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome, & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 3-20). Dordrecht, The Netherlands: Kluwer.

Grenfell, M. (2004). Pierre Bourdieu: Agent provocateur. London: Continuum.

Gudmundsdottir, S. (1997). Introduction to the theme issue of “Narrative perspectives on research on teaching and teacher education”. Teaching and Teacher Education, 13(1), 1-3.

Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York: Routledge.

Harker, R., & May, S. A. (1993). Code and habitus: Comparing the accounts of Bernstein and Bourdieu. British Journal of Sociology of Education, 14(2), 169-178.

Jorgensen, R., Gates, P., & Roper, V. (2013). Structural exclusion through school mathematics: Using Bourdieu to understand mathematics as a social practice. Educational Studies in Mathematics, 1-19.

Lubienski, S. T. (2000). A clash of social class cultures? students' experiences in a discussion-intensive seventh-grade mathematics classroom. The Elementary School Journal, 100(4), 377-403.

Lubienski, S. T. (2002). Research, reform, and equity in US mathematics education. Mathematical Thinking and Learning, 4(2&3), 103-125.

MacDonald, B. (1977). The portrayal of persons as evaluation data. In N. Norris (Ed.), Safari occasional publications 4: Theory into practice 2. Norwich, UK: Centre for Applied Research in Education, University of East Anglia.

Macrae, S., Brown, M., Bartholomew, H., & Rodd, M. (2003). The tale of the tail: An investigation of failing single Honours mathematics students in one university. Proceedings of the BSRLM Day Conference, Oxford. (June) pp. 55-60.

Mann, C. Indicators of academic performance. Retrieved December/15, 2003, from htp://www.admin.cam.ac.uk/reporter/2003-03/weekly/5913/6.html

Mason, J., Burton, L., & Stacey, K. (1982). Thinking mathematically. London: Pearson.

Mulholland, J., & Wallace, J. (2003). Strength, sharing and service: Restorying and the legitimation of research texts. British Educational Research Journal, 29(1), 5-23.

Nardi, E., & Steward, S. (2003). Is mathematics T.I.R.E.D? A profile of quiet disaffection in the secondary mathematics classroom. British Educational Research Journal, 29(3), 345-367.

Nolan, K. (2012). Dispositions in the field: Viewing mathematics teacher education through the lens of bourdieu's social field theory. Educational Studies in Mathematics, 80, 201-215.

Noyes, A. (2004). (Re) producing mathematics educators: A sociological perspective. Teaching Education, 15(3), 243-256.

Noyes, A. (2009). Participation in mathematics: What is the problem? Improving Schools, 12(3), 277-288.

Ollerton, M., & Watson, A. (2001). Inclusive mathematics 11-18. London: Continuum.

Schoenfeld, A. (1988). When good teaching leads to bad results: The disasters of “well-taught” mathematics courses. Educational Psychologist, 23(2), 145-166.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-31.

Silverman, J., & Thompson, P. W. (2008). Toward a framework for the development of mathematical knowledge for teaching. Journal of Mathematics Teacher Education, 11(6), 499-511.

Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordrecht: Kluwer.

Solomon, Y., Croft, T., & Lawson, D. (2010). Safety in numbers: Mathematics support centres and their derivatives as social learning spaces. Studies in Higher Education, 35(4), 421-431.

Staples, M. (2008). Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom. Journal of Mathematics Teacher Education, 11, 349-371.

Webb, N., Franke, M., De, T., Chan, A., Freund, D., Shein, P., et al. (2009). "Explain to your partner": Teachers' instructional practices and students' dialogue in small groups. Cambridge Journal of Education, 39(1), 49-70.

### Refbacks

- There are currently no refbacks.