| 1. |
- Bagger, Anette, 1974-, et al.
(författare)
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Ethical and Philosophical Dimensions of Mathematics Assessment
- 2022
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Ingår i: Philosophy of Mathematics Education Journal. - Exeter : Paul Ernest and based at School of Education, University of Exeter. - 1465-2978. ; :39, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- This article provides an opportunity to re-think traditional ways of assessing students’ knowledge in mathematics through a discussion of the ethical and philosophical aspects of assessment. This is achieved by applying Bornemark and Cusa’s thinking of humans’ calculating (ratio practices) and reflecting (intellectus practices) capacities on assessment and discussing the possibilities and pitfalls that emerge as these capacities come into use. This is illustrated with the policy and practice concerning the assessment practices of students with intellectual disabilities (ID) in Sweden. The article provides a path for recognizing and reflecting on what kind of knowledge production researchers, teachers, and students contribute to as they engage in assessment. This creates an opportunity to re-think how we fabricate students, knowledge, and mathematics and how we wish to do so in the future.
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| 2. |
- Berggren, Johannes
(författare)
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Conceptual, Extraneous or Other?: A Configurative Review Concerning Mathematical Metaphors in Empirical Education Research
- 2021
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Ingår i: Philosophy of Mathematics Education Journal. - 1465-2978. ; 2021:38
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Tidskriftsartikel (refereegranskat)abstract
- In this review, metaphor is seen as an essential phenomenon for conceptualisation in mathematical teaching and learning. The aim of this review is to discern some patterns in concept use concerning metaphor, within 25 empirical mathematics education research papers, guided by two perspectives on metaphor; conceptual metaphor and extraneous metaphor. The analysis found explicit, vague or absent theoretical definitions of the metaphor concept as well as several metaphor examples, generating three categories of concept use; conceptual metaphor, extraneous metaphor, and potentially conceptual/extraneous. The review stresses the need for a theoretical and empirical distinction between different types of metaphors, in order to sharpen the analytical tools available to researchers and, by extension, to more clearly highlight the specific function of metaphor in teachers’ classroom work.
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| 3. |
- Delacour, Laurence
(författare)
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Expectations and discourses in multilingual preschool mathematics : Case study of a teacher of immigrant background
- 2020
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Ingår i: Philosophy of Mathematics Education Journal. - : University of Exeter Press. - 1465-2978. ; :36
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Tidskriftsartikel (refereegranskat)abstract
- Preschool teachers have the important task of stimulating children in their development and preparing them for future schooling and lifelong learning. Many Swedish preschools today are characterized by great linguistic diversity among children and teachers. Many studies highlight the great benefits that multilingual children can gain from being able to use their native languages as resources when they learn other subjects, such as mathematics. This makes multilingual preschool teachers key players in today's education policy. For this research, I interviewed and followed a multilingual preschool teacher of immigrant background, anonymised as “Kajal”. I analysed Kajal's talk about and work with mathematics to understand what she was able to do and how she shaped her subjectivity as she navigated the expectations of various actors and prevailing norms in society.
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| 4. |
- Delacour, Laurence
(författare)
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Mathematics in Swedish Multilingual Preschool : Human and Nonhuman Actors and the Devolution Process
- 2022
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Ingår i: Philosophy of Mathematics Education Journal. - : University of Exeter Press. - 1465-2978. ; 39
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how a bilingual preschool teacher creates mathematical preconditions and socio–psychological premises that advance children’s understanding of mathematical concepts, and considers factors such as language and materiality that influence mathematical activities in a multilingual Swedish preschool. Elements of situation theory (devolution processes) and of actor-network theory (materiality as mediator) interact. This article highlights whether some didactic contracts promote interactions between materiality and multilingual children in two mathematical activities, one planned and controlled by the teacher to introduce the concept of shapes and the other spontaneous, in which the teacher follows the children’s desires.
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| 5. |
- Delacour, Laurence, et al.
(författare)
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The Fabrication of Early Childhood Mathematics and the desired child in Sweden
- 2020
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Ingår i: Philosophy of Mathematics Education Journal. - : University of Exeter Press. - 1465-2978. ; :35
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Tidskriftsartikel (refereegranskat)abstract
- Swedish early years mathematics education is currently under discussion, as it is experiencing transformation on several levels. A few years ago PISA results showed that Sweden ranks below certain highly developed countries. The importance of mathematics has consequently become a prevailing discourse, with the aim of safeguarding a top ranking for Sweden. At the same time, increased population mobility towards Sweden over past decades has resulted in the contemporary school setting being characterised by cultural and linguistic diversity. Based on a series of interviews and observations, this paper analyses how preschool teachers tend to fabricate mathematics education and the desired child in a context where conflicting discourses of school mathematics and early childhood education circulate. This study also explores whether certain children run the risk of being excluded as “other”.
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| 6. |
- Hedefalk, Maria, 1971-, et al.
(författare)
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Five year Olds in between Sharing and Division
- 2022
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Ingår i: Philosophy of Mathematics Education Journal. - 1465-2978. ; 39
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Tidskriftsartikel (refereegranskat)abstract
- Sharing and division are two concepts that have overlapping properties, and both are connected to the interpretation of fairness. In the present study, we study preschool children’s work with a case where eight biscuits were shared between soft toys. The focus is onthe different arguments that the children express. The results show that children use both ethical arguments and mathematical arguments in their solutions. Some of the arguments can be categorised as ‘Fair sharing related to number of pieces only’ or ‘Fair sharing employing ad hoc attempts at equal size’. The arguments that were coded as sharing not associated with mathematical sense of fairness were either classified as ethical reasoning or play. In the discussion, we raise the need of the combination of ethical reasoning and mathematical arguments if we want to create situations for children to develop critical thinking.
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| 7. |
- Natiello, Mario, et al.
(författare)
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On the Removal of Infinities from Divergent Series
- 2015
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Ingår i: Philosophy of Mathematics Education Journal. - 1465-2978. ; 29, s. 13-13
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Tidskriftsartikel (refereegranskat)abstract
- The consequences of adopting other definitions of the concepts of sum and convergence of a series are discussed in the light of historical and epistemological contexts. We show that some divergent series appearing in the context of renormalization methods cannot be assigned finite values while preserving a minimum of consistency with standard summation, without at the same time obtaining contradictions, thus destroying the mathematical building (the conditions are known as Hardy’s axioms). We finally discuss the epistemological costs of accepting these practices in the name of instrumentalism.
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| 8. |
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| 9. |
- Sumpter, Lovisa
(författare)
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Four female mathematicians’ collective narrative: reasons to leave academia
- 2014
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Ingår i: Philosophy of Mathematics Education Journal. - 1465-2978. ; :28
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, I explore four Swedish female mathematicians arguments for why they decided not to work in academia after finishing their PhD. These stories were merged into one narrative, the fictive voice of Sarah. Her story describes life as a female PhD student in a mathematics department as a positive experience. The two main reasons to why she decided not to stay at the university were (1) the difficulty of getting a job, and (2) her wanting to work with applications and problem solving instead of working with the development of theories.
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| 10. |
- Österling, Lisa, 1972-
(författare)
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Mathematics Student Teachers’ Confessional Reflections
- 2022
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Ingår i: Philosophy of Mathematics Education Journal. - 1465-2978. ; :38
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- As part of practicum, student teachers are often asked to provide written reflections on their teaching, sometimes in the form ofself-inquiry confessions. Confessional practices in teacher education havebeen critiqued in earlier research, andthis article provide an empirically-based discussion from four student teachers’ reflectivelogbooks. The findings show and how confessional reflections are entangled with five discourses aboutgood teachers:they interactwithlearners, follow curriculum, legitimise mathematics, use educational theory, andhold particular attributes of body and soul. The first move in confessions, the self-examination, was part of all four logbooks. However, it was rarely used for the second move of self-improvement. From this, the purposefulness of confessional reflections can be questioned, and hence the ethical considerations of intruding student teachers’ integrity by assessing their inner feelings and beliefs.
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