Students’ experiences of seeking injustice-induced help in a Mathematics classroom

dc.contributor.author	Karuku, Simon
dc.contributor.author	Simmt, Elaine
dc.date.accessioned	2015-07-28T11:34:10Z
dc.date.available	2015-07-28T11:34:10Z
dc.date.issued	2012
dc.identifier.uri	http://citation.allacademic.com/meta/p571924_index.html
dc.identifier.uri	http://hdl.handle.net/123456789/353
dc.description.abstract	In this paper, we describe the phenomenon of a need for help that comes about as a result of problematic classroom practices, as experienced by high school mathematics students. Through students’ experiences, we demonstrate how unequal power relations in the classroom can suppress students’ voices, rendering their attempts at seeking justice futile. The students’ experiences were characterized by wishful thinking, blame, and resignation. The data are taken from a phenomenological study that is seeking to understand the meaning of help in mathematics from the students’ perspective. Students shared their lived experiences through oral and written stories told to the researcher.	en_US
dc.language.iso	en	en_US
dc.subject	Equity and diversity	en_US
dc.subject	High School Education	en_US
dc.subject	Affect	en_US
dc.subject	emotion	en_US
dc.subject	Believes	en_US
dc.subject	attitude	en_US
dc.title	Students’ experiences of seeking injustice-induced help in a Mathematics classroom	en_US
dc.type	Article	en_US