Pedagogic discourse, positioning and emotion: illustrations from school mathematics

dc.creator	CANDIA MORGAN
dc.creator	JEFF EVANS
dc.creator	ANNA TSATSARONI
dc.date	2007-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:39Z
dc.date.available	2015-07-20T22:11:39Z
dc.identifier	1791-261X
dc.identifier	1792-3999
dc.identifier	https://doaj.org/article/df2b965d11854c70aaabb9278b1b3826
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14573
dc.description	Our approach to the study of emotion in school mathematics draws on several theoretical strands, all of which give a central role to the notion of discourse. Thus, emotions are considered as socially organised and shaped by power relations. We see emotion as analytically distinct from cognition, but at the same time as inseparable from it in practice: metaphorically we portray emotion as a charge (of energy) attached to ideas or (chains of) signifiers. To develop these ideas, we analyse a verbal text, based on a video record of a small group of students solving mathematical problems. The structural phase of the analysis identifies the positions available to subjects in this specific field; here we isolate five available pairs of student-positions, which can be inter-related using Bernstein's (2000) sociological approach to pedagogic discourse. The textual phase examines the use of language and other signs in interaction and describes the positionings taken up by particular pupils. Developing the textual phase, we then focus on indicators of emotion, drawing especially on psychoanalytic insights. Here we find indications of a range of emotions such as excitement and anxiety that may be linked to participants' positionings. We conclude by considering some theoretical, methodological and policy implications of our approach.
dc.language	English
dc.language	French
dc.publisher	Metaichmio Publications
dc.relation	http://www.ecedu.upatras.gr/review/papers/1_1/1_1_83_106.pdf
dc.relation	https://doaj.org/toc/1791-261X
dc.relation	https://doaj.org/toc/1792-3999
dc.source	Review of Science, Mathematics and ICT Education, Vol 1, Iss 1, Pp 83-105 (2007)
dc.subject	A defences
dc.subject	pedagogic discourse
dc.subject	practice
dc.subject	emotion
dc.subject	problem solving
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Pedagogic discourse, positioning and emotion: illustrations from school mathematics
dc.type	article