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Imagining the mathematician: young people talking about popular representations of maths 总被引:2,自引:0,他引:2
Debbie Epstein Heather Mendick Marie-Pierre Moreau 《Discourse: Studies in the Cultural Politics of Education》2010,31(1):45-60
This paper makes both a critical analysis of some popular cultural texts about mathematics and mathematicians, and explores the ways in which young people deploy the discourses produced in these texts. We argue that there are particular (and sometimes contradictory) meanings and discourses about mathematics that circulate in popular culture, that young people use these as resources in identity making as (non-)mathematicians, negotiating their meaning in ways that are not always predictable, and that their influence on young people is diffuse and nevertheless important. The paper discusses the discourses that prevail in some of the popular cultural images of mathematics and mathematicians that came up in our research. We show how mathematics is represented as a secret language, while mathematicians are often mad, mostly male and almost invariably white. We then explore how young people negotiate these discourses, positioning themselves in relation to mathematics. Here we draw attention to the fact that both those who continue with mathematics after it ceases to be compulsory and those who do not, deploy similar images of mathematics and mathematicians. What is different is how they respond to and negotiate these images. 相似文献
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Donna Cross Therese Shaw Melanie Epstein Natasha Pearce Amy Barnes Sharyn Burns Stacey Waters Leanne Lester Kevin Runions 《European Journal of Education》2018,53(4):495-513
Peer bullying increases in times of school transition, influenced by changing peer and friendship groups, new schooling environments and greater stress. Covert forms of bullying, including cyberbullying, become more common in secondary school and cause considerable distress and long-term harm. The period of transition to secondary school is therefore a critical window for intervening to manage and prevent bullying. A three-year cluster randomised control trial was conducted to develop, implement and evaluate the Friendly Schools Project intervention which aimed to reduce bullying and aggression among more than 3,000 students who had recently transitioned to secondary school. Intervention schools were provided with individualised training and resources to support students’ transition and reduce bullying using a multi-level comprehensive intervention addressing classroom curriculum, school policies and procedures, the social and physical environment, pastoral care approaches and school-home-community links. Although the observed effect sizes were small, the intervention had a consistently significant positive effect across a range of outcomes, including bullying perpetration, victimisation, depression, anxiety, stress, feelings of loneliness and perceptions of school safety at the end of the students’ first year in secondary school. However, none of these differences were sustained into the students’ second year of secondary school. These findings demonstrate the immediate value of whole-school interventions to reduce bullying behaviour and associated harms among students who have recently transitioned to secondary school, as well as the need to provide strategies that continue to support students as they progress through school, to sustain these effects. 相似文献
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