IntroductionThis article illustrates the social-class assumptions in the South African primary maths education as encapsuled in the ' restructured Curriculum and Assessment Policy Statements (DBE, 2011a, 2011b). Reflecting on an earlier curriculum analysis study (Pausigere, 2014), it argues that middle-class social ideologies are dominant in the local primary maths pedagogic practices, and explains how such class-based interests can be interrupted to ensure learning for all children. Drawing from Bernste ' 9 5 98 , 1990, 2000) broader sociology of education theory and, specifically, from his central arguments about the social-class nature of pedagogy, and using the concept of framing, the paper explains how middle-class forms of consciousness, experiences, and interests are evident in local primary maths pedagogic practices as revealed in curriculum policy documents. The paper discusses ways of interrupting such middle-class cultural reproduction ideologies and, in the process, of enabling the pedagogical recognition of working-class and disadvantaged learners in South African primary maths classes.Generally, social-class inequalities in South African primary maths education have been noted (Fleisch, 2008; Graven, 2014; Hoadley; 2007; Taylor, 2007). Official statistics confirm that well over half, that is, 55,7% of local children live in poverty-stricken households (Statistics South Africa, 2014), with South Africa described as having the highest and most extreme levels of social and economic inequalities in the world (Fleisch, 2008; Graven, 2014). Large-scale national research from the DBE's 2001 and 2007 systemic evaluations (DBE, 2008), interpretation of data from the 1999, 2003, and 2013 Trends in International Mathematics and Science Studies (Reddy et al., 2015), and the 2012- 2014 Annual National Assessment (ANA) reports (DBE, 2012, 2013, 2014), cite educational inequality as a critical issue. Of the socioeconomic factors suggested as causing differentiation in education (Fleisch, 2008; Graven, 2014), this paper is interested in how the social base of pedagogic relations influences acquisition amongst different learners. Attempts have been made to specify the type of primary maths knowledge that ensures equity (Hoadley, 2007; Pausigere, 2015). Closely related to this article's review is Hoadley's (2008) work, which explains how social-class differences are reproduced, pedagogically, in local literacy classes. Both the Hoadley (2008) study and related work in Australia (Rose, 2004), England (Arnot & Reay, 2004), and Portugal (Morais, Neves, & Pires, 2004) show how particular pedagogic practices can overcome the effect of children's social backgrounds. However, there have been no specific appraisals on how primary maths pedagogies differentiate learners and reproduce inequalities.The local social-class-disparities background, relevant educational literature reviews, and sociological theoretical perspectives have prompted this paper to investigate how local primary maths pedagogic practices offer unequal chances of acquisition for children from disadvantaged social classes-and to provide strategies for interrupting such propensities. Thus, this article is informed by three key research review questions:* What are the social-class assumptions underpinning South African primary maths pedagogic practices promoted in the curriculum?* How might pedagogic practices be changed to enable increased access to learning for all children?* Which educational strategies might help learners of different social backgrounds cope with the strong sequencing and pacing requirements in the South African primary maths curriculum?These review questions, and the educational knowledge code category of pedagogic framing and how it relates to social class, help structure the ensuing discussion in this paper. Thus, this article argues for the need for responsive pacing and mixed pedagogies that reflectively connect and profoundly relate with the nature of the mathematical concepts to be taught. …

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关于伯恩斯坦的教学法社会学，以及它如何为南非小学数学教育中的贫困和上班族儿童的教学方法提供信息

引言本文阐述了《重组课程与评估政策声明》（DBE，2011a，2011b）中所概述的南非小学数学教育中的社会阶层假设。通过对早期课程分析研究的反思（Pausigere，2014年），它认为中产阶级的社会意识形态在当地小学数学教学实践中占主导地位，并解释了如何打断这种基于班级的兴趣以确保所有儿童的学习。本文从伯恩斯特（Bernste）的9 5 98（1990，2000）中获得了更广泛的教育理论社会学，特别是从他关于教育学的社会阶级本质的中心论点，并运用框架概念，解释了中产阶级的教育形式是如何形成的。意识，经验，正如课程政策文件中所揭示的那样，兴趣和兴趣在当地的小学数学教学实践中显而易见。本文讨论了中断此类中产阶级文化再生产意识形态的方法，并在此过程中实现了对南非小学数学班级中的工人阶级和处境不利学习者的教学认可。一般而言，南非小学数学教育中的社会阶层不平等（Fleisch，2008; Graven，2014; Hoadley; 2007; Taylor，2007）。官方统计数字证实，一半以上，即55.7％的当地儿童生活在贫穷的家庭中（南非统计局，2014年），南非被描述为南非社会和经济不平等程度最高和最严重的国家世界（Fleisch，2008; Graven，2014）。DBE的大规模国家研究 进行了2001年和2007年的系统评估（DBE，2008年），1999、2003年和2013年国际数学和科学研究趋势的数据解释（Reddy等人，2015年）以及2012-2014年度国家评估（ANA）报告（DBE，2012，2013，2014）中，教育不平等是一个关键问题。在认为可能导致教育差异的社会经济因素中（Fleisch，2008； Graven，2014），本文关注教学关系的社会基础如何影响不同学习者的学习。已经尝试指定可以确保公平的主要数学知识的类型（Hoadley，2007； Pausigere，2015）。与本文的评论密切相关的是霍德利（Hoadley，2008）的工作，该工作解释了如何在本地扫盲班级上通过教学法再现社会阶层的差异。Hoadley（2008）的研究以及在澳大利亚（Rose，2004），英国（Arnot＆Reay，2004）和葡萄牙（Morais，Neves和Pires，2004）的相关工作都表明，特殊的教学方法如何克服儿童对儿童的伤害。社会背景。然而，关于小学数学教学法如何区分学习者和重现不平等的现象尚未得到具体评估。地方社会阶级差距背景，相关教育文献评论和社会学理论观点促使本文探讨了当地小学数学教学法实践如何提供处境不利的社会阶层的儿童获得机会的机会不均等，并提供了打断这种倾向的策略。因此，本文从三个关键的研究评论问题中获得了信息：*在课程中推广南非小学数学教学实践的社会阶级假设是什么？*如何改变教学实践以使所有儿童都有更多的学习机会？*哪种教育策略可以帮助不同社会背景的学习者应对这些复习题，教学框架的教育知识代码类别及其与社会阶层的关系有助于本文的讨论。因此，本文认为，需要有反应性的起搏和混合教学法，这些方法应与要教授的数学概念的本质进行反思性联系并与之息息相关。… 以及教学框架的教育知识代码类别以及它与社会阶层的关系，有助于组织随后的讨论。因此，本文认为，需要有反应性的起搏和混合教学法，这些方法应与要教授的数学概念的本质进行反思性联系并与之息息相关。… 以及教学框架的教育知识代码类别以及它与社会阶层的关系，有助于组织随后的讨论。因此，本文认为，需要有反应性的起搏和混合教学法，这些方法应与要教授的数学概念的本质进行反思性联系并与之息息相关。…