280801. |
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280804. |
- Skott, Jeppe
(författare)
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Towards a participatory approach to 'beliefs' in mathematics education
- 2015. - 1
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Ingår i: From beliefs to dynamic affect systems in mathematics education. - Cham : Springer. - 9783319068077 ; , s. 3-23
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Bokkapitel (refereegranskat)abstract
- Over the last three decades research in beliefs, and affect more generally, has developed into a significant field of study. It attempts to make sense of teachers’ and students’ understandings of mathematics, of its teaching and learning, and of themselves as doers, teachers, and learners of mathematics and of how these understandings relate to classroom practice. Studies of these issues have been published widely and in the most prestigious journals and book series. However, belief research is still confronted with significant conceptual and methodological problems. I suggest that this is at least in part due to the dominant conceptualization of individual functioning in belief research, one that is based on acquisitionism with its emphasis on human action as an enactment of previously reified mental entities. In the present chapter I build on social practice theory and symbolic interactionism to rephrase key issues of belief research, especially that of the relationship between beliefs and practice, in more participatory terms. The suggestion is to shift the focus from beliefs to the pre-reified processes that are said to give rise to them. This leads to more dynamic understandings of learning and lives in mathematics classrooms and serves to overcome some of the conceptual and methodological problems of the field.
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280808. |
- Skott, Jeppe
(författare)
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Understanding the role of the teacher in emerging classroom practices : searching for patterns of participation
- 2013
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Ingår i: ZDM - the International Journal on Mathematics Education. - : Springer Publishing Company. - 1863-9690 .- 1863-9704. ; 45:4, s. 547-559
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Tidskriftsartikel (refereegranskat)abstract
- The relationship between acquisitionism and participationism is a challenge in research on and with teachers. This study uses a patterns-of-participation framework (PoP), which aims to develop coherent and dynamic understandings of teaching as well as to meet the conceptual and methodological problems of other approaches. The paper presents PoP theoretically, but also illustrates its empirical use. It presents a novice teacher, Anna, who often engages with mathematics and with aspects of ‘the reform’ in ways that link well with how she builds relationships with her students and positions herself in her team of teachers. However, in other situations her engagement with mathematics is overshadowed by her involvement in other practices. The study suggests that there is some potential in PoP in spite of methodological difficulties.
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