Browse results

You are looking at 1 - 10 of 12 items for :

  • Mathematics Education x
  • Upcoming Publications x
  • Just Published x
  • Access: Open Access x
  • Search level: All x
Clear All

Abstract

We examine the feasibility of combining elements from the framework of program theory with the Documentational Approach to Didactics to gauge the fidelity and character of teachers’ implementation of scripted teaching sequences for primary school. By analyzing two video-recorded lessons from two teachers’ implementation of the program Thinking, Reasoning, and Reckoning, we found that the teachers made adaptations to the prescribed organization of teaching. Both teachers attended to the intended organization of content, but their attendance to the intended classroom interaction patterns differed. Through the Documental Approach to Didactics, we could explain some of the differences between the teachers. The findings provide a background for a discussion of teachers’ adaptations to the new resource and the documental genesis process initiated by the implementation. The results will be used for revising the teacher guide used in the implementation.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.19493891.

Open Access
In: Implementation and Replication Studies in Mathematics Education

Abstract

This paper presents an implementation process model for designing and implementing tasks that provide formative feedback in the online learning environment of mathematics classrooms. Specifically, the model operationalises components of Vergnaud’s notion of scheme. The implementation process model features a task sequence guided by controlled variation and a ‘dual scheme idea’. Using such a sequence of tasks, this work illustrates how Vergnaud’s notion of scheme can be used to aid teachers in hypothesising about their learners’ understanding of problems involving linear equations, ultimately providing improved feedback for teachers and improved opportunities for student learning in online environments. In Denmark, the online environment matematikfessor.dk is used by approximately 80% of Danish K-9 students.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.19493846.

Open Access
In: Implementation and Replication Studies in Mathematics Education
Author:

Abstract

The development of a large-scale professional development project for Swedish mathematics teachers is retrospectively examined. By referring to documentation produced by stakeholders in the development process, the stakeholder’s design recommendations and underlying assumptions on teacher development are described. Seeing the development as a co-determination process explains how research-based principles appearing early in the process gradually change to become something different in the end, without the reasons for this shift ever being explicitly discussed in stakeholders’ documentations. It is discussed whether the distributed way of constructing the program might cause difficulties in sticking to an explicit theory of change.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.16610113.

Open Access
In: Implementation and Replication Studies in Mathematics Education
Chapter 1 Applying Critical Mathematics Education

Abstract

In this introductory chapter, we first set out our broad characterisation of critical mathematics education, drawing on contemporary issues including, for example, global climate change and rapid societal challenges. Critical mathematics education is driven by urgent, complex questions; is interdisciplinary; is politically active and engaged; is democratic; involves critique; and is reflexive and self-aware. This perspective leads us to argue for the necessity of critical mathematics education, for which we summarise three significant traditions derived from Freire, Foucault, and the Nordic School. Finally, we provide an overview and discussion of the contributions to this volume, and show how they apply critical mathematics education in unique ways that relate to the six previously described features of this approach. We conclude by reiterating the urgent necessity of applying critical mathematics education.

Open Access
In: Applying Critical Mathematics Education
Chapter 8 A Critical Mathematics Education for Climate Change

Abstract

Climate change is an urgent global challenge. Responding to climate change requires significant critical mathematical understanding on the part of all citizens. In this chapter, we consider what a critical mathematics education for climate change might look like. We draw on ideas from Skovsmose’s work, including the notion of formatting, as well as the body of work known as post-normal science. As a starting point for pedagogical reflection, we propose twelve principles, operating within landscapes of investigation, and organised into three groups relating to: forms of authenticity; forms of participation; and reflection on and with mathematics. We illustrate these ideas with an example of a possible landscape of investigation relating to historical temperature change.

Open Access
In: Applying Critical Mathematics Education
Chapter 2 Culturally Situated Critical Mathematics Education

Abstract

Based on a synthesis of connections between ethnomathematics and critical mathematics education, we present a set of four “concerns,” framing what we call culturally situated critical mathematics education. We see any ethnomathematics or critical mathematics education work as fitting within this framing. We illustrate the framework with an analysis of two empirical articles, one reporting an ethnomathematical teaching and research project in a Sámi context, and one reporting on a critical mathematics education teaching and research project in an underprivileged context in the USA. Our analysis shows how the concerns bring the strengths of ethnomathematics to critical mathematics education and vice versa.

Open Access
In: Applying Critical Mathematics Education
Chapter 11 From the Present Towards Hope for the Future

Abstract

In this epilogue we elaborate on and synthesise what we have learnt from reading this book. We start by considering what the word “apply” in Applying Critical Mathematics Education might mean. Apply connotes to put into action, but it is also related to the following ideas: to work hard at, to pay close attention to, to have relevance for and to request something. In the context of our readings we think of being relational and dedicated as a matter of enhancing situated critical awareness, addressing relevant issues as a matter of highlighting complex global and local challenges and making demands as a matter of agency and power. To us, these themes together synthesise the insights on critical mathematics education in action that the authors of this book offer; namely, propositions on how to illuminate and execute social justice and heterogenous subjectification by critically entangling local and global knowledges in contextually situated educational enactments that hold the potential to address complex challenges. We close by sharing our ideas on how the contribution of this book gives us hope for the future in these times of crises and complex challenges.

Open Access
In: Applying Critical Mathematics Education
Chapter 9 The Mathematical Formatting of How Climate Change Is Perceived

Abstract

This chapter concerns how three teachers in lower secondary school include climate change in school mathematics. Data was collected over a oneyear period, where the teachers organised several teaching activities such as fieldwork, posters, contribution to an exhibition, and dialogue and debates, to facilitate students’ critical mathematics competences through working with climate change. We apply a teacher perspective and focus on the role mathematics can play in formatting the understanding of climate change. A formatting power of mathematics is identified at three levels: (1) in teachers’ metareflections, (2) when the teachers use mathematics to format students’ understanding, and (3) when teachers facilitate students’ awareness of the formatting power of mathematics. The findings suggest that a complex issue like climate change brings forth an awareness of the formatting powers of mathematics.

Open Access
In: Applying Critical Mathematics Education
Chapter 7 “Mathematics Is Bad for Society”

Abstract

In this chapter, we report on a small-scale critical mathematics education project in a Swedish classroom with students of varied language backgrounds. The project departed from the student Arvid’s statement “Mathematics is bad for society.” Our research interest was twofold. On the one hand, we wanted to explore what knowledge is being (re)produced by students as they try to connect and reason with a statement like “Mathematics is bad for society.” And on the other hand, we were also interested in how the students in this classroom, in which they do not have shared mother tongues, can express and (dis)acknowledge knowledge when reasoning about mathematics in society. We found that when the students (and their teacher) grappled with unpacking critical aspects such as “mathematics in society,” their reciprocal assessment of claims was based on their individual ways of knowing and talking, and tended to shape both their actions and the outcome of their efforts. We show that the discussion around critical aspects of mathematics in society that came to the fore was intertwined with both students’ and the teacher’s (lack of) meta-understanding of language diversity.

Open Access
In: Applying Critical Mathematics Education