Abstract
Goal descriptions and textbooks do not per se enable students to ascribe meaning to what they meet in school mathematics. Meaning concerns many relations, especially between activities in school and students' foregrounds, which among other things refer to the students' interpretations of their opportunities in the future.
Based on empirical data from two 8th grade classes in a Danish town, we look at the students' experiences of school mathematics compared to their foregrounds. We investigate how these two worlds relate to each other and how meaning can be understood in relation to the students' experiences of learning mathematics.
| Original language | Danish |
|---|---|
| Journal | MONA: Matematik og Naturfagsdidaktik |
| Issue number | 2 |
| Pages (from-to) | 7-20 |
| Number of pages | 14 |
| ISSN | 1604-8628 |
| Publication status | Published - 2009 |