Granting learners an authentic voice in the mathematics classroom for the benefit of both the teacher and the learner

dc.creator	Herbert B. Khuzwayo
dc.creator	Sarah Bansilal
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:41Z
dc.date.available	2015-07-20T22:09:41Z
dc.identifier	1012-2346
dc.identifier	2223-7895
dc.identifier	https://doaj.org/article/e90acc88f65f4aca84142ec63a09d15e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13022
dc.description	An important aspect of democratic education is the value it places on providing spaces for disagreement and argument as opportunities for learning. This is unlike an ‘occupation of the minds’ philosophy, which denies people the right to see alternatives. In this article we explore one aspect of this area of democratic education: the issue of providing opportunities for learners’ voices. We acknowledge the importance of this, even if the voices are dissenting; such dissent is important for teachers to learn more about the learners. We subsequently look at the kind of listening that a teacher can do in order to learn, and consider some cases from literature about teachers who struggle to listen and what happens when they learn to listen to their learners. Finally, we argue that a perspective aligned with preparing learners to contribute to a democratic society advises a rethink of the construct of mathematical knowledge for teaching. By learning how to listen in a respectful manner and as part of a negotiation and co-evolution of shared understanding, teachers can deepen and shift their understanding of mathematics, their understanding of learners and their understanding of their own learning.
dc.language	English
dc.publisher	AOSIS OpenJournals
dc.relation	http://www.pythagoras.org.za/index.php/pythagoras/article/view/163
dc.relation	https://doaj.org/toc/1012-2346
dc.relation	https://doaj.org/toc/2223-7895
dc.rights	CC BY
dc.source	Pythagoras, Vol 33, Iss 2, Pp 1-7 (2012)
dc.subject	democracy
dc.subject	learners' voices
dc.subject	hermeneutic listening
dc.subject	mathematics knowledge for teaching
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	Granting learners an authentic voice in the mathematics classroom for the benefit of both the teacher and the learner
dc.type	article