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Changing Storylines in Public Perceptions of Mathematics Education

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Abstract

I analyse the storylines identified by mathematics educators as representative of public perceptions of mathematics education. I consider these storylines in light of positioning theory’s focus on immanence and its emphasis on the negotiability of storylines, and in light of rhetorical devices associated with myths. Using a functionalist-informed orientation to the storylines, I ask what needs do they address. The article begins and ends with reflection on a specific incident of public interaction—a criticism of mathematics educators in online discussion of a news article. I consider different storylines for interpreting the criticism and encourage mathematics educators to pursue opportunities to change storylines.

Résumé

Dans cet article, j’analyse les récits identifiés par les éducateurs en mathématiques comme représentatifs des façons dont l’enseignement des mathématiques est perçu par le public. Je me penche sur ces récits et centre mon analyse théorique sur leur immanence et leur aspect négociable ou convenu, et je me sers de procédés rhétoriques associés aux mythes. J’applique aux récits une orientation fonctionnaliste, et je pose la question: quels besoins ces récits comblent-ils? L’article commence et se termine par une réflexion sur un incident spécifique d’interaction publique, une critique en ligne d’enseignants des mathématiques qui discutent d’un article publié dans les nouvelles. En particulier, je vise à prendre en considération les besoins de la personne qui fait la critique et à déterminer comment la reconnaissance de ces besoins est susceptible d’influencer ma réaction. Cette démarche me conduit à encourager les éducateurs en mathématiques à poursuivre activement les occasions qui pourraient faire modifier la teneur de ces récits.

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Notes

  1. The special issue may be found at https://www.mdpi.com/journal/education/special_issues/Dispelling_Myths_about_Mathematics

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Wagner, D. Changing Storylines in Public Perceptions of Mathematics Education. Can. J. Sci. Math. Techn. Educ. 19, 61–72 (2019). https://doi.org/10.1007/s42330-018-00039-1

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