### Abstract

In this paper, we explore a sociological approach to mathematics education and offer a theoretical lens through which we can come to understand mathematics education as part of a wider set of social practices. Many studies of children’s experiences in school show that a child’s academic success is a product of many factors, some of which are beyond the control and, sometimes, the knowledge of the classroom teacher. We draw on the sociological ideas of Pierre Bourdieu to frame our analysis of the environment in which the pupils learn and the ways in which the practices help to create parallel worlds which are structured quite differently inside and outside the classroom. Specifically, we use Bourdieu’s notions of habitus, field and capital. Using two cases, we highlight the subtle and coercive ways in which the practices of the field of mathematics education allow greater or lesser access to the hegemonic knowledge known as school mathematics depending on the cultural backgrounds and dispositions of the learners. We examine the children’s mathematical learning trajectories and reflect on how what they achieve in the future will, in all likelihood, be shaped by their social background and how compatible this is with the current educational climate.

Original language | English |
---|---|

Pages (from-to) | 221-239 |

Number of pages | 19 |

Journal | Educational Studies in Mathematics |

Volume | 87 |

Issue number | 2 |

DOIs | |

Publication status | Published - Oct 2014 |

Externally published | Yes |

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### Cite this

*Educational Studies in Mathematics*,

*87*(2), 221-239. https://doi.org/10.1007/s10649-013-9468-4

}

*Educational Studies in Mathematics*, vol. 87, no. 2, pp. 221-239. https://doi.org/10.1007/s10649-013-9468-4

**Structural Exclusion through School Mathematics : Using Bourdieu to Understand Mathematics a Social Practice.** / JORGENSEN, Robyn; Gates, Peter; Roper, Vanessa.

Research output: Contribution to journal › Article

TY - JOUR

T1 - Structural Exclusion through School Mathematics

T2 - Using Bourdieu to Understand Mathematics a Social Practice

AU - JORGENSEN, Robyn

AU - Gates, Peter

AU - Roper, Vanessa

PY - 2014/10

Y1 - 2014/10

N2 - In this paper, we explore a sociological approach to mathematics education and offer a theoretical lens through which we can come to understand mathematics education as part of a wider set of social practices. Many studies of children’s experiences in school show that a child’s academic success is a product of many factors, some of which are beyond the control and, sometimes, the knowledge of the classroom teacher. We draw on the sociological ideas of Pierre Bourdieu to frame our analysis of the environment in which the pupils learn and the ways in which the practices help to create parallel worlds which are structured quite differently inside and outside the classroom. Specifically, we use Bourdieu’s notions of habitus, field and capital. Using two cases, we highlight the subtle and coercive ways in which the practices of the field of mathematics education allow greater or lesser access to the hegemonic knowledge known as school mathematics depending on the cultural backgrounds and dispositions of the learners. We examine the children’s mathematical learning trajectories and reflect on how what they achieve in the future will, in all likelihood, be shaped by their social background and how compatible this is with the current educational climate.

AB - In this paper, we explore a sociological approach to mathematics education and offer a theoretical lens through which we can come to understand mathematics education as part of a wider set of social practices. Many studies of children’s experiences in school show that a child’s academic success is a product of many factors, some of which are beyond the control and, sometimes, the knowledge of the classroom teacher. We draw on the sociological ideas of Pierre Bourdieu to frame our analysis of the environment in which the pupils learn and the ways in which the practices help to create parallel worlds which are structured quite differently inside and outside the classroom. Specifically, we use Bourdieu’s notions of habitus, field and capital. Using two cases, we highlight the subtle and coercive ways in which the practices of the field of mathematics education allow greater or lesser access to the hegemonic knowledge known as school mathematics depending on the cultural backgrounds and dispositions of the learners. We examine the children’s mathematical learning trajectories and reflect on how what they achieve in the future will, in all likelihood, be shaped by their social background and how compatible this is with the current educational climate.

KW - Bourdieu

KW - Capital

KW - Equity

KW - Field

KW - Habitus

KW - Sociology

UR - http://www.scopus.com/inward/record.url?scp=84911007408&partnerID=8YFLogxK

UR - http://www.mendeley.com/research/structural-exclusion-through-school-mathematics-using-bourdieu-understand-mathematics-social-practic

U2 - 10.1007/s10649-013-9468-4

DO - 10.1007/s10649-013-9468-4

M3 - Article

VL - 87

SP - 221

EP - 239

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

SN - 0013-1954

IS - 2

ER -