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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, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Stockholm University, Sweden.
2013 (English)In: PROCEEDINGS OF THE SEVENTH INTERNATIONAL MATHEMATICS EDUCATION AND SOCIETY CONFERENCE, VOLS 1 AND 2, MATHEMATICS EDUCATION and SOC , 2013, 232-241 p.Conference paper, Published 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
MATHEMATICS EDUCATION and SOC , 2013. 232-241 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-107473ISI: 000335744500032OAI: oai:DiVA.org:liu-107473DiVA: diva2:724263
Conference
SEVENTH INTERNATIONAL MATHEMATICS EDUCATION AND SOCIETY CONFERENCE
Available from: 2014-06-12 Created: 2014-06-12 Last updated: 2014-06-12

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Björklund Boistrup, Lisa

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