”Let’s dance!”: Theorising Alternative Mathematical Practices in Early Childhood Teacher Education
2010 (English)In: Contemporary Issues in Early Childhood, ISSN 1463-9491, Vol. 11, no 2, 130-143 p.Article in journal (Refereed) Published
In light of the contemporary discussions on the biased relationship between gender and mathematical teaching and learning in the Western world, can we, by means of a reconceptualised early childhood education, influence how young children construct their gendered subjectivities in relation to mathematics? This project has been carried out with the aim of challenging the taken-for-granted mathematical teaching discourse and to produce more creative, in-depth and gender-sensitive mathematical learning situations for teacher students and their subsequent students in Early Childhood Teacher Education practices. To exemplify such work, from a data-collection of 75 student reports, this article investigates and analyses documentation collected from a maths project undertaken by an ECE teacher student. The poststructural and material feminist analysis performed shows that the materialdiscursive intra-actions (Barad 2007) taking place are conceivable to have both expected and unexpected gendered impacts on children’s ongoing subjectivity constructions. It also shows that it is difficult but possible to change taken-for-granted mathematical teaching practice as well as teacher students' understandings of maths teaching.
Place, publisher, year, edition, pages
SYMPOSIUM JOURNALS Ltd , 2010. Vol. 11, no 2, 130-143 p.
Research subject Education
IdentifiersURN: urn:nbn:se:su:diva-39161DOI: 10.2304/ciec.2010.11.2.130OAI: oai:DiVA.org:su-39161DiVA: diva2:318936
ProjectsMIG-projektet (Matematik, identitet, genus)