Inter-Viewing Foregrounds
Helle Alrø, Ole Skovsmose, Paola Valero · VBN Forskningsportal (Aalborg Universitet) · 2007
The notion of foreground refers to a person's interpretation of his or her learning possibilities and 'life' opportunities, in relation to what the sociopolitical context seems to make acceptable for and available to the person.Students' foregrounds are part of a learning landscape, which we define as a set of inter-related dimensions implicated in the constitution of mathematics education practices.In this paper we present a case drawn from an empirical investigation of foreground, based on inter-views with 14-15 years old students from multicultural classrooms in Denmark.The purpose is to explore if there are or could be any 'learning motives' that connect mathematics in school and possible out-of-school practices either in terms of possible future work practices or possible further studies.