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Power relations in mathematics education: Researching assessment discourses in day-to-day communication in mathematics classrooms
Linköping University, Department of Behavioural Sciences and Learning.
Stockholms universitet.
2013 (English)In: Proceedings of the Seventh International Mathematics Education and Society Conference: 2nd-7th April 2013, Cape Town, South Africa / [ed] M. Berger, K. Brodie, V. Frith, & K. le. Roux, Cape Town: MES 7 , 2013, 232-241 p.Conference paper (Refereed)
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.

Place, publisher, year, edition, pages
Cape Town: MES 7 , 2013. 232-241 p.
Keyword [en]
mathematics education, assessment, action research, classroom communication
National Category
URN: urn:nbn:se:liu:diva-97527OAI: diva2:648333
Mathematics Education and Society
Kommunfinansierad postdoktor i matematikdidaktik
Available from: 2013-09-15 Created: 2013-09-15 Last updated: 2013-09-15

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Björklund Boistrup, Lisa
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Department of Behavioural Sciences and Learning

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