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  • 1.
    Grundén, Helena
    Linnéuniversitetet.
    Beyond the immediate - illuminating the complexity of planning in mathematics teaching2019In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist and Marja van den Heuvel-Panhuizen and Michiel Veldhuis, Utrecht, Netherlands, 2019, p. 3630-3637Conference paper (Refereed)
    Abstract [en]

    In mathematics education, there is a growing interest in research on social aspects such as how mathematics teaching in classrooms is informed by society. Consequently, new sets of theoretical frameworks and methods have to be taken into account. In a focus group study, Critical Discourse Analysis (CDA) was used as a theoretical framework, which enabled the researcher to see how mathematics teachers resist and construct a discourse of mathematics teaching apart from the official discourse. Also shown in the study is that power relations are circulating and thereby influencing teachers in the process of planning in mathematics. In this paper, results from the study are used to emphasize CDA as useful for mathematics education researchers seeking to grasp the complex, dynamic, and emerging nature of mathematics teaching.

  • 2.
    Grundén, Helena
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education. Linnéuniversitetet, Institutionen för matematik (MA).
    Diversity in meanings as an issue in research interviews2017In: Mathematics Education and Life at Times of Crises: Proceedings of the 9th International Conference of Mathematics Education and Society / [ed] Anna Chronaki, Volos, Greece: University of Thessaly Press , 2017, p. 503-512Conference paper (Refereed)
    Abstract [en]

    Taking the social, political, and ethical dimensions of mathematics education seriously means not only researching these issues, but also designing and assessing research with these dimensions in mind. When designing an interview study about planning in mathematics, diversity in meanings was recognized and participants and their voices were foregrounded. In this paper, the design is related to perspectives on interviews, meaning as both durable and transient, and quality criteria such as reproducibility and bias. Theoretical assumptions had consequences for how meaning was seen, but also for relevance of the chosen quality criteria. Findings suggest that not only design, but also assessment of quality in interview studies have to be discussed in relation to the theoretical assumptions the studies build on. 

  • 3.
    Grundén, Helena
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Educational planning in mathematics as a part of macro-sociological structures2017In: ICT in mathematics education: the future and the realities: Proceedings of MADIF10 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Göteborgs universitet, 2017, p. 149-Conference paper (Refereed)
    Abstract [en]

    All teachers in mathematics somehow plan for their teaching. They have con- siderations and make decisions that will in uence what is happening in the classroom and thereby also what opportunities their students have to learn mathematics. Considerations and decisions are made in a social practice with power relations operating both within the practice itself and between practices. In a forthcoming study about planning of mathematics teaching these power relations will be explored. In this presentation different methods for exploring the power relations are discussed.

  • 4.
    Grundén, Helena
    Dalarna University, School of Education, Health and Social Studies, Mathematics Education.
    Tensions between representations and assumptions in mathematics teaching2019In: Proceedings of the Tenth International Mathematics Education and Society Conference / [ed] Jayasree Subramanian, Hyderabad, India: Mathematics Education and Society , 2019, Vol. 2Conference paper (Refereed)
    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.

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