Nardi Elena & Steward Susan (2003). Â« Is Mathematics T.I.R.E.D? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom Â». British Educational Research Journal, vol. 29, nÂ° 3, p. 345–366. En ligne : <http://ejournals.ebsco. ... ?ContributionID=4848912>.
Added by: Marie Gaussel (23 Jun 2010 14:17:18 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Nardi2003a
Keywords: Ă©ducation prioritaire, enseignement secondaire, mathĂ©matiques
Creators: Nardi, Steward
Collection: British Educational Research Journal
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|URLs http://ejournals.e ... ributionID=4848912|
Research often focuses on disaffection in the mathematics classroom as evident in disruptive behaviour, absenteeism or special needs: thus, it ignores a group of students whose disaffection is expressed in a tacit, non-disruptive manner, namely as disengagement and invisibility. Ignoring this often large group implies that the math ematical potential of these learners may remain defunct. This article reports on a one-year study of quiet disaffection conducted in three Year 9 mathematics classrooms in Norfolk. Through extensive observation and interviewing of seventy 13/14 year-old pupils, a profile of quiet disaffection from secondary school mathematics was constructed. It is proposed that its characteristics include: Tedium, Isolation, Rote learning (rule-and-cue following), Elitism and Depersonalisation . The proposed characteristics are described and exemplified. Finally, the themes that emerged from the students' statements about their images of effective mathematics teaching (Nature of Classroom Activities--the notion of 'Fun', Teaching Styles; Role of the Teacher; Role of Stratification Structures such as Setting) are outlined.
Added by: Marie Gaussel