## 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 |
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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 |
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Country/Territory | Australia |

City | Hobart |

Period | 13/07/15 → 18/07/15 |