| 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. |
- 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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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
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| 8. |
- 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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| 9. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Mathematics as “Meta-Technology” and “Mind-Power” : Views of engineering students
- 2013
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Ingår i: Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. - Ankara, Turkey : Middle East Technical University. - 9789754293159
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Konferensbidrag (refereegranskat)abstract
- The paper reports an exploration of first year undergraduate engineering students’ rationales for choosing engineering programmes at master’s level and the potential gains for their future professions they see from studying mathematics. As a means for organising the data, we used some notions of Bourdieu’s theory of the economy of forms of social practice. The study aims to contribute to understanding differences in the students’ experiences of and interest in university mathematics.
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| 10. |
- Bergsten, Christer, 1949-, et al.
(författare)
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Recognising knowledge criteria in undergraduate mathematics education
- 2012
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Ingår i: Evaluation and comparison of mathematical achievement: Dimensions and perspectives. - Linköping : Svensk förening för MatematikDidaktisk Forskning - SMDF. ; , s. 101-110
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Bokkapitel (refereegranskat)abstract
- As part of a larger study on the transition between upper secondary and tertiarymathematics education, this paper reports findings from an investigation of therelation between the students’ understanding of the criteria for legitimate mathematicalknowledge and their achievement during the first year in their undergraduatemathematics studies. As a methodology, we used interviews in whichengineering students were given excerpts from different, more or less formal,mathematics textbooks and asked whether they could rank these texts as being“more or less mathematical” and explain why. The results of our case studyindicate differences in the students’ views that are related to their achievement.
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