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POWER RELATIONS IN MATHEMATICS EDUCATION: RESEARCHING ASSESSMENT DISCOURSES IN DAY-TO-DAY COMMUNICATION IN MATHEMATICS CLASSROOMS
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
Stockholm University, Sweden.
2013 (engelsk)Inngår i: PROCEEDINGS OF THE SEVENTH INTERNATIONAL MATHEMATICS EDUCATION AND SOCIETY CONFERENCE, VOLS 1 AND 2, MATHEMATICS EDUCATION and SOC , 2013, s. 232-241Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

In mathematics classrooms as well as in research in mathematics education it is possible to identify various power relations. Here we draw attention to power relations between researcher and teacher during classroom research and also power relations in implicit and explicit assessment acts in communications between teacher and student in the mathematics classroom. We describe a basis for a planned action research project within a critical mathematics education approach. We are drawing on a model by Skovsmose and Borba, and adding a Foucaultian concept of discourse. We include tentative analytical tools as well as methodological considerations.

sted, utgiver, år, opplag, sider
MATHEMATICS EDUCATION and SOC , 2013. s. 232-241
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-107473ISI: 000335744500032OAI: oai:DiVA.org:liu-107473DiVA, id: diva2:724263
Konferanse
SEVENTH INTERNATIONAL MATHEMATICS EDUCATION AND SOCIETY CONFERENCE
Tilgjengelig fra: 2014-06-12 Laget: 2014-06-12 Sist oppdatert: 2014-06-12

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