The evolvement of numeracy and mathematical literacy curricula and the construction of hierarchies of numerate or mathematically literate subjects

This contribution briefly sketches the evolvement of numeracy or mathematical literacy as models for mathematics curricula, which will be described as driven by a weakening of the insulation between discourses, that is, as a process of ‘declassification’. The question then arises as to whether and h...

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Vydáno v:ZDM Ročník 47; číslo 4; s. 599 - 609
Hlavní autor: Jablonka, Eva
Médium: Journal Article
Jazyk:angličtina
Vydáno: Berlin/Heidelberg Springer Berlin Heidelberg 01.07.2015
Springer
Springer Nature B.V
Témata:
Classification
Content Analysis
Core curriculum
Curricula
Education
Hierarchies
Ideology
Insulation
Knowledge
Knowledge economy
Labeling (of Persons)
Learning Theories
Literacy
Mathematical analysis
Mathematics
Mathematics Curriculum
Mathematics Education
Numeracy
Original Article
Pedagogy
Sketches
Students
Testing
United States > US
Mathematical Competency
Mathematics Curriculum
Mathematical Knowledge
Mathematical Literacy
Mathematical Skill
ISSN:1863-9690, 1863-9704
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Popis
Shrnutí:This contribution briefly sketches the evolvement of numeracy or mathematical literacy as models for mathematics curricula, which will be described as driven by a weakening of the insulation between discourses, that is, as a process of ‘declassification’. The question then arises as to whether and how coherence of new forms of initially heterogeneous sets of less specialised discourses is constituted through different ideological underpinnings. Differences in these underpinnings will be elaborated in order to allude to resulting tensions between the associated goals. As a weakening of classification creates less specialized discourses and identities, another issue pertains to how numeracy or mathematical literacy skills are translated into hierarchies of numerate or mathematically literate subjects. A selection of documents from national and supranational organisations will be used to illustrate what attributes of the test-takers become candidates for what labels and how numeracy or mathematical literacy ‘levels’ are constructed.
Bibliografie:ObjectType-Article-1
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ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-015-0691-6