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- W2608632004 abstract "The key issue canvassed in this paper is whether or not current teaching practices in mathematics are likely to foster or inhibit numerate behaviours in students. I understand numerate behaviours to comprise both intellectual (mathematical) and self (social) know ledges (Willis, 1998) which are interwoven and interdependent. Numerate behaviours are fostered where student initiation and construction of mathematical ideas is genuinely valued such that they are authorised or enabled to speak and write their developing constructions with respect. A poststructuralist analysis of classroom practice in three (3) primary mathematics classrooms shows that although students are actively engaged in the construction of knowledge, what they learn of mathematics and of themselves as numerate individuals may not be conducive to the construction of a sense of agency so necessary for lifelong learners of the new millenium." @default.
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- W2608632004 date "1999-01-01" @default.
- W2608632004 modified "2023-09-27" @default.
- W2608632004 title "AGENCY/NUMERACY: A POSTSTRUCTURALIST ANALYSIS OF THE RELATIONSHIP BETWEEN CLASSROOM MATHEMATICS AND NUMERACY IN NEW TIMES" @default.
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