Moving into third space: High school students' funds of knowledge in the mathematics classroom

Steve Thornton

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    Students enter Australian high schools with a wide variety of knowledge, background
    experiences, attitudes to school and discourses, their “funds of knowledge”. Much of this
    comes from their “first space” — what they bring from the home and community. Some of
    it comes from their “second space” — what they bring from prior school experiences and
    what they experience in the current school environment. This second space is profoundly
    shaped by the experience of formal, textbook-oriented approaches to high school
    mathematics. This theoretical paper looks at the experience of students entering their first
    year of high school mathematics in terms of first and second space, and casts forward to the
    creation of a “third space” — one which values and builds on students’ funds of
    knowledge.
    Original languageEnglish
    Title of host publicationMERGA 29 - Identities, Cultures and Learning Spaces
    Subtitle of host publicationproceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia
    EditorsPeter Grootenboer, Robyn Zevenbergen, Mohan Chinnappan
    Place of PublicationAdelaide
    PublisherMathematics Education Research Group of Australasia
    Pages504-511
    Number of pages8
    ISBN (Print)1920846123
    Publication statusPublished - 2006
    EventMERGA 29 - Canberra, Australia
    Duration: 1 Jul 20065 Jul 2006

    Conference

    ConferenceMERGA 29
    CountryAustralia
    CityCanberra
    Period1/07/065/07/06

    Fingerprint Dive into the research topics of 'Moving into third space: High school students' funds of knowledge in the mathematics classroom'. Together they form a unique fingerprint.

    Cite this