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Mathematics and EMS, or just whether the teachers use their own rigid ways of teaching ( weak framing) without input from those who are getting educated.

2.3.2 The Recognition Rule (Bernstein, 1996)

An intuitive rule that enables one to do the following in the pedagogic discourse of mathematics and EMS using the concepts mentioned previously: recognize the speciality of the context of the given concepts (Bernstein, 1996) and the ability to identify the demands of the situation and context of the concepts in and across the LA‟s. to communicate using the legitimate text ( concepts) in context to produce a legitimate text, mathematical and in EMS using the concepts: product; salary; interest; graph; ratio and expand. Those that are engaged in a similar pedagogic discourse should share the same recognition rule for a pedagogic communication to be effective and productive. Communication should be possible even if participants come from different contextual backgrounds of mathematics or EMS. Recognition rule should be at the level of the acquirer, to allow the acquirer to be able to identify the distinguished features of the context. If classification is weakened, different contexts can overlap, and thus allow participants to share same recognition rule between the two disciplines of EMS and mathematics (share common pedagogic communication/ code). Classification can control recognition rule. Strong Classification link with the Recognition Rule in one domain Weakened Classification link with the Recognition Rule in more then one domain. The domain of EMS and mathematics and the concepts that inter relate.

Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion

of a Master of Education degree.

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