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Positioning of the teacher in the improvement of mathematics classroom practice
King's College, London, UK.
Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Educational Sciences. (Matematikdidaktik)
2015 (English)In: Proceedings of the Eighth International Mathematics Education and Society Conference / [ed] Swapna Mukhopadhyay, Brian Greer, Portland, OR, USA: Mathematics Education and Society , 2015, Vol. 3, 644-656 p.Conference paper (Other academic)
Abstract [en]

This paper is a hybrid between a discussion essay and a theoretical paper. Our concern is the positioning of teachers in contexts where the reshaping of educational institutions along with the commercialisation and com-modification of research carried out at universities, increasingly interferes with the intellectual freedom of both teachers and researchers. Funding of research in these contexts privileges ‘findings’ with direct implications for developing teachers’ classroom work. We discuss examples drawn from a range of studies, including classroom observation, curriculum design, and professional development settings in terms of the subjectivities attributed to the unauthorised position in the relations established in these practices.

Place, publisher, year, edition, pages
Portland, OR, USA: Mathematics Education and Society , 2015. Vol. 3, 644-656 p.
Series
, Mathematics Education and Society, ISSN 2077-9933 ; 8
National Category
Educational Sciences Didactics
Identifiers
URN: urn:nbn:se:liu:diva-121530ISI: 000380609200052OAI: oai:DiVA.org:liu-121530DiVA: diva2:856209
Conference
The Eighth International Mathematics Education and Society Conference (MES8), Portland, Oregon, United States, 21- 26 June 2015
Available from: 2015-09-23 Created: 2015-09-23 Last updated: 2016-09-20Bibliographically approved

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ReferencesLink to record
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