Erziehungswissenschaften

This paper illustrates that focusing on processes of interaction is crucial to a closer understanding of mathematical learning processes in mixed-ability groups. In doing so, the paper's focus is on expounding a theoretical-methodological framework of an interactionist perspective in mathematics education. This framework interlinks sociological and social-constructivist theories with subject-specific educational theories. As a result of two examples of analyses it becomes apparent that investigations on mathematics learning within linguistic negotiation processes, based on an interactionist-oriented theoretical frame, provide in-depth insights into individual learning possibilities of a diverse student body. These insights are made possible only by means of a detailed micro-sociological examination of collectively occurring learning processes within linguistic negotiation processes.

When looking at learning processes from an interactionist perspective, interaction between individuals is seen as central for learning. In order to understand and describe these interactions and therefore the learning processes, a method was developed in mathematics education grounded in the theory of Symbolic Interactionism and Ethnomethodology-the Interactional Analysis. In this chapter, at first the underlying theory for the Interactional Analysis is presented, before the steps of the method are explained, giving an example for each step. Findings of research using this method have been widely published, however, the method has not been described in depth in English yet. Therefore, this chapter makes a valuable contribution for enabling this method to be more accessible for an international research community, as well as helping international researchers understand the findings produced by using this method more clearly.

ZusammenfassungDer folgende Beitrag befasst sich mit dem Mathematiklernen in der frühen Kindheit aus interaktionistischer Perspektive. Mathematiklernen wird hierzu in zwei Aspekte ausdifferenziert: den Erwerb mathematischer Begriffe und Prozeduren im Sinne des Lernens von mathematischen Inhalten und die mathematische Denkentwicklung im Sinne des Argumentierenlernens. Der Fokus dieses Beitrags liegt auf dem zweiten Aspekt. Basierend auf interaktionistischen Vorstellungen zum Lernen wird die mathematische Denkentwicklung als zunehmende Partizipation an mathematischen Diskursen beschrieben. Hierdurch rücken mathematische Diskurse als „Ort“ der mathematischen Denkentwicklung ins Zentrum der Betrachtung. Zur näheren Beschreibung dieser Diskurse wird die bis dato gängige Fokussierung interaktionistischer Ansätze des Mathematiklernens auf die Analyse mathematischer Bedeutungsaushandlungen um eine Beschreibung emergierender argumentativer und semantischer Strukturierungen mathematischer Aus...

Racism has changed its forms over the past decades. As a result, racism today very often occurs in subtle, hidden, or even unintended forms -which may sometimes be 'invisible' to both black and white people. Studying these alternate forms of racism, pedagogue and psychologist Chester Pierce developed the concept of microaggressions in the 1970s. Pierce stresses the subtle character and danger of these small acts of racism. According to him, "one must not look for the gross and obvious. The subtle, cumulative miniassault is the substance of today's racism" (Pierce 1974: 516). Pierce did extensive research on the devastating effects of racial microaggressions on the physical and psychological health of Afro-Americans. He states that the permanent and cumulating insults in the long term have even more damaging effects than the experience of overt forms of racism. Accordingly, the problem of microaggressions lies, on the one hand, in their cumulative effect and permanence from which People of Color are suffering. On the other hand, microaggressions often cause a deep sense of insecurity, because it is more complicated to react to a situation or a statement when the Person of Color cannot identify it as racist or when the act is possibly not intended to be racist. There are many ostensibly innocent statements, questions, and acts that, at first sight, may seem harmless. However, when People of Color experience them permanently, they can perceive the communicated demeaning and excluding messages of these acts. One famous example is the question of "Where are you from?", which is then typically followed by the more investigative inquiry of "Where are you really from?" This deceptively harmless question about the