ZDM ( IF 2.481 ) Pub Date : 2021-03-31 , DOI: 10.1007/s11858-021-01243-4 Christopher H. Dubbs , Beth Herbel-Eisenmann
The growing body of empirical studies on discourse in mathematics education have drawn on, broadly, sociocultural or situated views of learning but do not make issues of power central and/or explicit. For this reason, then, we situate the present analysis within the intersection of two bodies of literature: professional development focused on mathematics classroom discourse and Foucauldian analyses of power relations. In our poststructural analysis of a mathematics classroom, we interrogate the use of surveillance and its relation to meaningful mathematical discourse. Using Foucault’s techniques of surveillance and modalities of power, we analyze videos from one teacher-researcher’s (TR) classroom at two snapshots in time to answer the questions: What happens to a mathematics TR’s use of teacher discourse moves (TDMs) and surveillance practices across three years of doing action research on their classroom discourse? and How might we know whether these TDMs are doing ‘good’ things in the classrooms? Our findings show the complex ways that a TR’s work on classroom discourse is intertwined with modes of power and techniques of surveillance. First, we found that shushing and silencing, normalized as a part of teaching, decreases when a teacher positively values the use of (mathematical) language by students. This decrease in shushing and silencing details what we understand to be ‘the good’ and constitutes the primary finding of this study as we seek to expand what is understood by enhancing student language: an overall increase in language use by students and an overall increase in their use of mathematical language.
中文翻译:
“嘘!”:中学数学教室中的话语模式和监视技术不断变化
关于数学教育话语的实证研究的增长机构,广泛地借鉴了社会文化或环境的学习观,但并未将权力问题置于中心和/或明确的位置。因此,我们将当前的分析放在两个文学领域的交汇处:专注于数学课堂话语的专业发展和权力关系的福柯式分析。在对数学教室的后结构分析中,我们询问了监视的使用及其与有意义的数学话语的关系。使用福柯的监视技术和权力方式,我们及时分析了来自一个教师研究室(TR)教室的视频,快照分为两个快照,以回答以下问题:三年来,数学TR在使用教师话语动作(TDM)和监视实践进行课堂话语研究时,会发生什么情况?以及我们如何知道这些TDM是否在教室里做“好”事情?我们的发现表明,TR的课堂话语工作与权力模式和监视技术交织在一起的复杂方式。首先,我们发现,当教师积极重视学生对(数学)语言的使用时,作为教学的一部分进行标准化的悄悄话和沉默会减少。静默和沉默的减少详细说明了我们理解为“好”的东西,并且构成了本研究的主要发现,因为我们试图通过增强学生的语言来扩大理解的范围:学生使用语言的整体增加和他们使用数学语言的整体增加。