Skip to main content

Metaphors of hierarchy in mathematics education discourse: the narrow path

Buy Article:

$55.00 plus tax (Refund Policy)

This paper adopts a rhetorical perspective in order to examine language about children in the discourse of mathematics education through a study of metaphor. Previous research has tended to emphasize the notion of 'beliefs', which locates responsibility for problematic conceptions of children within the heads of individuals, particularly practising and preservice teachers. Using the notion of metaphor, this paper examines several texts in US mathematics education, including conversations in an elementary classroom, a university mathematics methods classroom, mathematics textbooks, and standards documents. All of these texts draw on the metaphor of children's learning as travel along a physical path, which supports talking and thinking about children in hierarchical ways. The dominance of this metaphor presents a new challenge for teacher educators concerned with equity: that of examining their own language and practices for hierarchical language.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Data/Media
No Metrics

Keywords: discourse; equity; mathematics education; metaphor; teacher education

Document Type: Research Article

Affiliations: Department of Elementary and Social Studies Education, University of Georgia, Athens, GA, USA

Publication date: 2010-02-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more