Mathematics Teachers' Positions and Practices in Discourses of Assessment
By Candia Morgan, Anna Tsatsaroni, Stephen Lerman. 2002
92 citations recorded by the source corpus.
Subfields: Education, Political Science and International Relations, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/db29976bca4743aafe46b8d3474197cf14035cc3
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Citations in the corpus
- Discursive Positioning and Emotion in School Mathematics Practices (2006, background): “discourse and as advocate for the student within an alternative child-centred discourse; this explained her problem (cognitive and affective) in assessing students‘ written work (Morgan, 1996; Morgan et al., 2002).”
- What does Social Semiotics have to Offer Mathematics Education Research? (2006, methodology): “See Morgan et al. (2002b) for an example of use of Bernstein’s social theory (Bernstein, 1996) to characterise the multiple discourses of the context of culture within with teachers read and assessed GCSE coursework texts of the type produced by Steven and Clive.”