| 1. |
- Jablonka, Eva, 1962-, et al.
(författare)
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Positioning of the teacher in the improvement of mathematics classroom practice
- 2015
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Ingår i: Proceedings of the Eighth International Mathematics Education and Society Conference. - Portland, OR, USA : Mathematics Education and Society. ; , s. 644-656
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper is a hybrid between a discussion essay and a theoretical paper. Our concern is the positioning of teachers in contexts where the reshaping of educational institutions along with the commercialisation and com-modification of research carried out at universities, increasingly interferes with the intellectual freedom of both teachers and researchers. Funding of research in these contexts privileges ‘findings’ with direct implications for developing teachers’ classroom work. We discuss examples drawn from a range of studies, including classroom observation, curriculum design, and professional development settings in terms of the subjectivities attributed to the unauthorised position in the relations established in these practices.
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| 2. |
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| 3. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Övergången från skolans till högskolans matematik : en integrerad studie av en kulturkrock
- 2015
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Ingår i: Resultatdialog 2015. - Stockholm : Vetenskapsrådet. - 9789173073059 ; , s. 29-41
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Projektets syfte var att utveckla en integrerad bild av matematiska, didaktiska och sociala dimensioner av matematikutbildning i samband med övergången gymnasium-högskola. Civilingenjörsstudenter intervjuades om sina matematikstudier i jämförelse med gymnasiets. Resultaten visar att de ser skillnader i matematiken på universitetet när det gäller kunskapskriterier, studietakt, undervisning och egna studievanor. Studenter medvetna om dessa skillnader lyckas bäst resultatmässigt. Matematikstudier upplevs annorlunda jämfört med andra ämnen vad gäller den tid och kraft som måste investeras. Intervjuade universitetslärare i matematik menar att övergångsproblemen främst rör studentens eget arbete och naturliga utveckling – dagens studenter måste "kämpa mer på vägen". Bland studenter som nämner eget studieansvar tycks ett fåtal ha haft "övergångsproblem": universitetsstudier beskrivs som en värdefull erfarenhet. De flesta anpassar sitt sätt att studera till de nya kraven men det behövs en ökad tydlighet gentemot de studerande vad dessa exakt innebär.
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| 4. |
- Jablonka, Eva, 1962-, et al.
(författare)
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lnstalling "good mathematics teaching" : Hegemonic strategies and alliances of researchers
- 2016
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Ingår i: The Disorder of Mathematics Education. - Berlin : Springer. - 9783319340050 - 9783319340067 ; , s. 107-120
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Bokkapitel (refereegranskat)abstract
- We discuss some examples of direct or indirect involvement of mathematics education researchers in teacher evaluation and curriculum design; and point to hegemonic strategies of persuading sponsors and policy makers how to install “good mathematics teaching”. We illustrate how particular research approaches stabilise “good mathematics teaching” by structuring the meaning around interpretations of learning outcomes in the form of measurements, which are taken as symptoms of a range of social phenomena. Students’ scores on mathematics tests are interpreted as indicators of their potential to become skilled “knowledge workers”, citizens and consumers; teachers’ and schools’ effectiveness in producing gain scores as indicators of the quality of mathematics teaching for which they can be made accountable; and improvements in national measures as symptoms of innovative capacity that predicts relative competitive advantage. Our concern is the alliances researchers might seek in capitalising on the privileged status of mathematics that relies on the reiteration of those imaginations, in particular in contexts where funding of research favours “findings” that emerge from studies that identify “what works”.
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| 5. |
- Ashjari, Hoda, 1984-, et al.
(författare)
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Recognizing texts in undergraduate mathematics
- 2012
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Ingår i: Proceedings 36<sup>th </sup>Conference of the International Group for the Psychology of Mathematics Education. - : Department of Mathematics, National Taiwan Normal University; Taiwan Association of Mathematics Education. ; , s. 4-245-
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Konferensbidrag (refereegranskat)abstract
- Findings from interviews investigating how Swedish first year engineering students recognize undergraduate mathematics texts as being more or less “mathematical”. The results indicate a relation between the students’ understanding of the principles for knowledge classification and their success in their mathematics studies.
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| 6. |
- Bergsten, Christer, 1949-, et al.
(författare)
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A remark on didactic transposition theory
- 2010
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Ingår i: Mathematics and mathematics education: Cultural and social dimensions. - Linköping : Svensk förening för matematikdidaktisk forskning (SMDF). - 9197393460 ; , s. 58-68
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Konferensbidrag (refereegranskat)abstract
- With reference to a historical study on the relation between the production and distribution of mathematical knowledge, using calculus as an example, some assumptions in didactic transposition theory, as introduced by Yves Chevallard, are discussed. Given the prominent status of this theory, the paper intends to initiate a debate that could help lifting it out from its relative isolation within mathematics education as a research domain.
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| 7. |
- Bergsten, Christer, et al.
(författare)
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A remark on didactic transposition theory
- 2010
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Ingår i: Mathematics and mathematics education: Cultural and social dimensions. - Linköping : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9197393460 ; , s. 58-68
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Konferensbidrag (refereegranskat)
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| 8. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Commentary on Theories of mathematics education: Is plurality a problem?
- 2010
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Ingår i: <em>Theories of Mathematics Education: Seeking New Frontiers </em>. - New York : Springer. - 9783642007415 - 9783642007422 ; , s. 111-120
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The chapter by Steve Lerman provides a powerful analysis that helps to make sense of the changing nature of the discourse in mathematics education as a research domain, of its knowledge structure and of the positions of researchers in relation to intellectual traditions ‘outside’ the field as well as in relation to changing pedagogic modes. The reading invited us to expand on the conceptualisation of knowledge structures and discourses in mathematics education as a research domain.
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| 9. |
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| 10. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Interpreting students' reasoning through the lens of two different languages of description : integration or juxtaposition?
- 2010
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Ingår i: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon (France). - Lyon : INSTITUT NATIONAL DE RECHERCHE PÉDAGOGIQUE. - 9782734211907 ; , s. 1555-1564
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Konferensbidrag (refereegranskat)abstract
- This contribution exemplifies the interpretation of a common set of data by using two languages of description originating from different theoretical perspectives. One ac- count uses categories from a psychological and the other from a sociological per- spective. The interpretations result in different explanations for the students’ strug- gles with sense making. However, the results cannot be integrated into a combined insight, but only be juxtaposed.
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