Examining Basil Bernstein's rules of recognition and realization in the case of underachieving students in math tests

Abstract

Drawing upon the rules of recognition and realization, this study sets out to explore why underachieving students cannot answer math test items correctly and how to improve their attainment in such tests. In order to accomplish this goal, 27 in-depth interviews were conducted. The findings show that these students were unable to exercise these rules due to a combination of structural constraints embedded within question texts and their restricted literacy skills. To address these two issues, textual configurations need to move, at least temporarily, from an uncontext-based form to a context-based style that better aligns with the students’ everyday life experiences. Their literacy skills could be enhanced through constructive strategies, such as development of reading and answering techniques, and practice.