Constructivist Practice in Preservice Teacher Education in Mathematics: Aboriginal and Torres Strait Islander Voices Heard Yet Silenced.

Klein, Mary

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Peer reviewed

ERIC Number: EJ546775

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1066-5684

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Available Date: N/A

Constructivist Practice in Preservice Teacher Education in Mathematics: Aboriginal and Torres Strait Islander Voices Heard Yet Silenced.

Klein, Mary

Equity & Excellence in Education, v30 n1 p65-71 Apr 1997

Examines one teacher's constructivist practice in a preservice teacher education mathematics class in order to unearth a deeper understanding of "constructing meaning" within the context of power-laden discourse. Examines how the teacher undertook an inquiry into poststructuralist theory of knowledge, asserting that it may provide new equity and fairness solutions for her and others' classrooms. (GR)

Descriptors: Classroom Communication, Classroom Environment, Constructivism (Learning), Ethnic Groups, Foreign Countries, Mathematics Education, Minority Groups, Postsecondary Education, Preservice Teacher Education

Publication Type: Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Australia

Grant or Contract Numbers: N/A

Author Affiliations: N/A