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Tensions between representations and assumptions in mathematics teaching
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik.ORCID-id: 0000-0003-3087-7447
2019 (Engelska)Ingår i: Proceedings of the Tenth International Mathematics Education and Society Conference / [ed] Jayasree Subramanian, Hyderabad, India: Mathematics Education and Society , 2019, Vol. 2Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

Mathematics teaching and mathematics teachers are part of cultural, societal, and educational structures. These structures and different actors within the structures construct mathematics teaching differently and influence the scope of action that teachers hold. To explore the mechanisms behind this influence, Fairclough’s concepts of representations and assumptions were used to analyze common themes in interviews with six Swedish mathematics teachers. Results showed that there is diversity in ways of representing and that three groups of actors are visible in the representations: teachers, official actors, and students and parents. Results also revealed tensions between representations and assumptions that have consequences for teachers’ considerations and decisions about their mathematics teaching.

Ort, förlag, år, upplaga, sidor
Hyderabad, India: Mathematics Education and Society , 2019. Vol. 2
Nyckelord [en]
Critical Discourse Analysis, Mathematics education, Planning
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-29328OAI: oai:DiVA.org:du-29328DiVA, id: diva2:1281902
Konferens
Mathematics Education and Society, 10th International Conference, Hyderabad, India, Jan 28th - Feb 2nd, 2019
Tillgänglig från: 2019-01-23 Skapad: 2019-01-23 Senast uppdaterad: 2019-01-24Bibliografiskt granskad

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http://mes10.uohyd.ac.in/mes/program/conferenceProceedings.php

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Grundén, Helena

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Totalt: 32 träffar
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  • de-DE
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