Document Type
Article
Publication Date
2009
Abstract
This session explores the ways that practicing teachers came to reflect differently regarding the discursive teacher/student binary during a graduate-level course entitled “Mathematics Education within the Postmodern.” Using Dewey’s concept of reflective thinking, as well as Foucault’s discourse and Derrida’s deconstruction, we show how the course provided new suggestions for the students as they continued their journey of becoming teachers. Through interweaving comments written by the students with concepts borrowed from postmodern philosophers and theorists, we illustrate how the teachers began to understand that teachers and students might indeed be described differently in the postmodern.
Recommended Citation
Stinson, D. W., & Powell, G. C. (2009). Teachers reflecting differently: Deconstructing the discursive teacher/student binary. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 320–327). Atlanta, GA: Georgia State University. Available at: http://www.pmena.org/2009/proceedings/CLASSROOM%20DISCOURSE/classdisBRR305774.pdf
Included in
Elementary and Middle and Secondary Education Administration Commons, Instructional Media Design Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Mathematics Commons, Secondary Education and Teaching Commons
Comments
This article was originally published in the Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education and is posted here with the permission of the author.