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- W2092336468 abstract "In this study I have investigated how alternative ways of teaching mathematics influence and affect Early Childhood Education (ECE) students’ attitudes towards maths and how they understand their own subjectivities as more or less mathematical during a 10‐week alternative maths course. The investigated course adopts a feminist post‐structural approach based on critical pedagogy and deconstructive theory and includes an interdisciplinary approach to investigative mathematics. The data used include the memory/narrative writings and process‐writings of 75 female teacher‐education students, collected from three different cohorts, in which the students describe their learning processes throughout the maths course. The study shows that, in the main, the students became much more positively inclined to the subject of mathematics after the maths course and agreed that this course had changed their understanding of their own mathematical subjectivity, albeit in different and varying ways." @default.
- W2092336468 created "2016-06-24" @default.
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- W2092336468 date "2009-06-09" @default.
- W2092336468 modified "2023-09-30" @default.
- W2092336468 title "‘I’m not a “maths‐person”!’ Reconstituting mathematical subjectivities in aesthetic teaching practices" @default.
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- W2092336468 doi "https://doi.org/10.1080/09540250802467950" @default.
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