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Spoken Mathematical Classroom Culture: Artifice and Artificiality

  • David Pimm
Part of the Mathematics Education Library book series (MELI, volume 14)

Abstract

One major component of an educational researcher’s task is to document and understand the world of schools, teaching and learning: in the case of mathematics education researchers, that of mathematics classrooms. Using metaphors is one way of undertaking this complex task. For instance, at the most general level, when looking at discourse generated about teaching, both academically and popularly, a number of such metaphors can be seen at work, each with its own imagery and accompanying rhetoric. Examples include seeing teaching as gardening (kindergarten, growth, nurturing, but what about weeds?), as doctoring (remediation, diagnosis, prescription, but misconception as illness?), as coaching (basic skills, exercises, repetition, competition and performance) and as acting (classroom roles, stage-managing events, teacher as director or actor, pupils as actors or ‘audience’).

Keywords

Mathematics Education Discourse Analysis Mathematics Lesson Communicative Competence Teaching Discourse 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 1994

Authors and Affiliations

  • David Pimm
    • 1
  1. 1.Centre for Mathematics EducationThe Open UniversityWalton Hall, Milton Keynes, BucksUK

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