dc.contributor.author | Kleve, Bodil | |
dc.contributor.author | Penne, Sylvi | |
dc.date.accessioned | 2016-11-08T09:45:40Z | |
dc.date.accessioned | 2017-03-16T09:51:29Z | |
dc.date.available | 2016-11-08T09:45:40Z | |
dc.date.available | 2017-03-16T09:51:29Z | |
dc.date.issued | 2016-06 | |
dc.identifier.citation | International Journal of Educational Research 2016, 78:41-49 | language |
dc.identifier.issn | 0883-0355 | |
dc.identifier.uri | https://hdl.handle.net/10642/4290 | |
dc.description.abstract | How do students learn two very different subjects? In order to investigate students
’
learning in mathematics and Language 1, upper secondary school students were
interviewed. Their stories, created the background for the analysis which revealed varying
degrees of inclusion in the two disciplinary discourses. The students explained their
learning differently. The successful ones used the disciplines
’
speci
fi
c languages, displayed
disciplinary understanding, insight and a meta-awareness. This was however, absent in the
less successful students
’
stories. The study reveals that students
’
participation in a subject
’
s
discourse is crucial in order to learn the subject. As a conclusion it is argued that today
’
s
focus on basic skills may obscure rather than solve the problems for those not included in
subjects
’
different disciplinary discourses. | language |
dc.language.iso | en | language |
dc.publisher | Elsevier | language |
dc.rights | “NOTICE: this is the author’s version of a work that was accepted for publication in International Journal of Educational Research. Changes resulting from the publishing process, such as editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Kleve, B., & Penne, S. (2016). Learning subjects in school—being outsiders or insiders in the disciplinary discourses of mathematics and Language 1. International Journal of Educational Research, 78, 41-49.” | language |
dc.subject | Mathematics and Language 1 | language |
dc.subject | Disciplinary literacy | language |
dc.title | Learning subjects in School- being outsiders or insiders in the disciplinary discourse of mathematics and Language 1 | language |
dc.type | Journal article | |
dc.type | Peer reviewed | language |
dc.type | Journal article | |
dc.date.updated | 2016-11-08T09:45:40Z | |
dc.description.version | acceptedVersion | language |
dc.identifier.doi | http://doi.org/10.1016/j.ijer.2016.05.014 | |
dc.identifier.cristin | 1360311 | |