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SUMMARY:“It’s like they’re speaking a different language!” Investi
 gating an accidental resistance to school mathematics reform  -  Professor
  Brent Davis\, The University of Calgary\, Canada
DTSTART:20180215T143000Z
DTEND:20180215T160000Z
UID:TALK100495@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:I examine multiple distinct-but-internally-coherent modes of t
 alking about school mathematics in North America\, focusing in particular 
 on the vocabularies associated with “Standardized/Traditional Education
 ” and “Authentic/Reform Education.” I use this analysis to interroga
 te a surprisingly popular “interlanguage” that seems to echo sensibili
 ties from both Standardized and Authentic Education\, but that lacks the c
 oherence of either. Noting how modes of talking are associated with modes 
 of teaching\, I point to some of the troublesome implications for mathemat
 ics teaching as I draw an analogy between reforming one’s teaching pract
 ice and learning a second language. 
LOCATION: Donald McIntyre Building\, Faculty of Education\, 184 Hills Road
  | ROOM GS1
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