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- 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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- 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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- 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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- 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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- Bergsten, Christer, 1949-, et al.
(författare)
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Reproduction and distribution of mathematical knowledge in higher education: constructing insiders and outsiders
- 2010
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Ingår i: Mathematics Education and Society. - Berlin : Freie Universotät Berlin. ; , s. 130-140, s. 150-160
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Konferensbidrag (refereegranskat)abstract
- The design and conduct of calculus courses has been and is an object of curriculardebates and reforms. By the reconstruction of the establishment of the mathematicalsub-area now called ‘calculus’ and its fundamental theorem as a piece ofinstitutionalized mathematical knowledge for the purpose of its reproduction, wereconsider the notion of knowledge recontextualization within the field of knowledgeproduction by showing that standardization of knowledge evolves in a dynamicrelationship with its production. Interviews with mathematicians suggest that they, asteachers, create different recontextualization principles. In undergraduate teachingcalculus they suggest to include the criteria of the field of knowledge production (e.g.proof) for the future ‘insiders’, while for those who will not pursue a career withinthis field, the ‘outsiders’, the criteria change towards computational efficiency.
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- Jablonka, Eva, et al.
(författare)
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Theorising in mathematics education research : differences in mode and quality
- 2010
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Ingår i: Nordisk matematikkdidaktikk. - 1104-2176. ; 15:1, s. 25-52
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Tidskriftsartikel (refereegranskat)abstract
- In mathematics education research reports, we find a bewildering array of ”theories”, ”theoretical models” or ”theoretical frameworks”. The key notions and principles as well as the intellectual roots of these constructions are made more or less explicit, and the relations of theoretical entities to the empirical field under study are established in different ways. These differences imply discrepancies in quality. In this contribution we touch upon some of these issues. We attempt to show that an investigation of the relations between key concepts might help to read and evaluate theoretical underpinnings of research studies, and we argue that not all constructions that are labelled ”theoretical” meet the criteria we consider essential for productive theorising. We also allude to different modes of engaging with empirical material and different ways in which theories are used in research studies. The main part of our discussion is limited to examples of ”home-grown” theorising. The examples we have chosen to illustrate our points necessarily represent a biased selection.
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- 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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