Abstract
This paper examines the case of adult ultra-orthodox Jews studying algebra for the
first time, in a pre-college course. First, the social context and Talmudic background
of the students is presented. Then, we analyse how cultural resources from both the
Talmudic studies, the main practice of ultra-orthodox culture, and the mathematics
classroom culture, were used by students to construct a new hybrid discourse. We
conclude by discussing how our analysis demonstrates some productive possibilities
and potential problems for the students' mathematical learning.
first time, in a pre-college course. First, the social context and Talmudic background
of the students is presented. Then, we analyse how cultural resources from both the
Talmudic studies, the main practice of ultra-orthodox culture, and the mathematics
classroom culture, were used by students to construct a new hybrid discourse. We
conclude by discussing how our analysis demonstrates some productive possibilities
and potential problems for the students' mathematical learning.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of 39th Psychology of Mathematics Education conference |
| Pages | 257-264 |
| Number of pages | 8 |
| Volume | 2 |
| State | Published - Jul 2015 |
| Externally published | Yes |
| Event | The 39th Psychology of Mathematics Education conference - Hobart, Australia Duration: 13 Jul 2015 → 18 Jul 2015 Conference number: 39 |
Conference
| Conference | The 39th Psychology of Mathematics Education conference |
|---|---|
| Country/Territory | Australia |
| City | Hobart |
| Period | 13/07/15 → 18/07/15 |