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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/26892
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dc.contributor.authorSwanson, Dalene Men_UK
dc.contributor.editorChronaki, Aen_UK
dc.contributor.editorChristiansen, IMen_UK
dc.date.accessioned2018-03-29T00:15:48Z-
dc.date.available2018-03-29T00:15:48Z-
dc.date.issued2005en_UK
dc.identifier.urihttp://hdl.handle.net/1893/26892-
dc.description.abstractThe aim of this chapter is to provide a sociological framework for the issues that influence mathematics classroom discourse and practice across varying contexts. The discussion locates these issues within the broader social domain at various levels of discourse and does not limit the discussion to classroom configurations and interactions only. My arguments address concerns about the way in which students, teachers and members of the pedagogic communities are socially constructed in relation to mathematics discourse and practice and how these instantiate themselves within classroom communication, practices and the differentiated forms of mathematics knowledge which are made available to them.en_UK
dc.language.isoenen_UK
dc.publisherInformation Ageen_UK
dc.relationSwanson DM (2005) School Mathematics: Discourse and the Politics of Context. In: Chronaki A & Christiansen I (eds.) <i>Challenging Perspectives on Mathematics Classroom Communication</i>. International Perspectives on Mathematics Education - Cognition, Equity & Society. Greenwich, CT: Information Age, pp. 261-294. https://www.infoagepub.com/index.php?id=18&p=1-59311-152-5en_UK
dc.relation.ispartofseriesInternational Perspectives on Mathematics Education - Cognition, Equity & Societyen_UK
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.subjectschool mathematicsen_UK
dc.subjectcontext, power, controlen_UK
dc.subjectpoliticsen_UK
dc.subjectdiscourseen_UK
dc.subjectpracticeen_UK
dc.subjectsocio-politicalen_UK
dc.subjecthistoricalen_UK
dc.subjectculturalen_UK
dc.subjectsocially constructeden_UK
dc.subjectclassroom mathematics communicationen_UK
dc.titleSchool Mathematics: Discourse and the Politics of Contexten_UK
dc.typePart of book or chapter of booken_UK
dc.rights.embargodate3000-12-01en_UK
dc.rights.embargoreason[Swanson_Chapter_2005.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.citation.spage261en_UK
dc.citation.epage294en_UK
dc.citation.publicationstatusPublisheden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.identifier.urlhttps://www.infoagepub.com/index.php?id=18&p=1-59311-152-5en_UK
dc.author.emaildalene.swanson@stir.ac.uken_UK
dc.citation.btitleChallenging Perspectives on Mathematics Classroom Communicationen_UK
dc.citation.isbn978-1-59311-152-6en_UK
dc.publisher.addressGreenwich, CTen_UK
dc.contributor.affiliationInitial Teacher Education - LEGACYen_UK
dc.identifier.wtid660505en_UK
dc.contributor.orcid0000-0001-7704-1060en_UK
dcterms.dateAccepted2005-12-31en_UK
dc.date.filedepositdate2018-03-28en_UK
rioxxterms.typeBook chapteren_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorSwanson, Dalene M|0000-0001-7704-1060en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.contributorChronaki, A|en_UK
local.rioxx.contributorChristiansen, IM|en_UK
local.rioxx.freetoreaddate3000-12-01en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filenameSwanson_Chapter_2005.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source978-1-59311-152-6en_UK
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