The implications of mathematics teachers' identities and official mathematics discourses for democratic access to mathematics

Perspectives in Education

Volumn 23, Issue 1, 2005, Pages 53-67

  Naidoo, Devika ^a   Parker, Diane ^a  

^a UNIVERSITY OF KWAZULU NATAL   (South Africa)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 20444445555     PISSN: 02582236     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (8)

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2. Bernstein B 1996. Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor and Francis.
3. Denzin N K & Lincoln Y S 2000. Introduction: The discipline and practice of qualitative research. In Denzin N K and Lincoln Y S (eds.) Handbook of qualitative research. California: Sage Publications, 1-29.
4. Department of Education (DoE) 1997. Mathematical literacy, mathematics, and mathematical sciences. In Senior phase (Grades 7-9) policy document. Pretoria: Government Printer.
5. Ernest P 1991. The philosophy of mathematics education. London, New York & Philadelphia: Falmer Press.
6. Ernest P 1999. Images of mathematics, values, and gender: A philosophical perspective. In Keitel, C. (ed.) Social justice and mathematics education. Berlin: Freie Universität, 45-58.
7. Graven M L 2002. Mathematics teacher learning, communities of practice and the centrality of confidence. Unpublished doctoral thesis (PhD). Johannesburg: University of theWitwatersrand.
8. Harley K & Wedekind V 2004. Political change, curriculum change and social formation, 1990 to 2002. In Chisholm L (ed.) Changing class: Education and social change in post-apartheid South Africa. HSRC: Cape Town, 195-220.