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Skott, J. (2019). Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited. ZDM - the International Journal on Mathematics Education, 51(3), 469-480
Open this publication in new window or tab >>Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited
2019 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 51, no 3, p. 469-480Article in journal (Refereed) Published
Abstract [en]

Teacher identity has become important in mathematics education research, but mainly in relation to programmes for teacher education (TE) and professional development (PD). Less attention has been paid to understanding the role and development of identities in the majority of cases in which teachers are not involved in long-term TE or PD. This paper presents a study that seeks to develop such understandings. The study defines teacher identities as their shifting experiences of being, becoming and belonging related to the profession. It is a longitudinal case study of a novice teacher, Anna, and it asks how Anna’s identities change over the first 4 years of her career at her school, Northgate. To address the question I use a framework called Patterns of Participation (PoP) in combination with a range of methods, including interviews with Anna, her closest colleagues and the leadership at her school, and observations of Anna’s classrooms and of team meetings. I argue that this combination invites new understandings of identity development, because it does not prioritise teacher engagement in one particular practice (e.g., as promoted by PD), but allows interpretations of how Anna’s engagement with a multitude of different practices play a role for her professional experiences. The results suggest that in general terms, Anna’s identity changes from being ‘a mathematics teacher at Northgate’ to becoming ‘a mathematics teacher at Northgate’.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Professional identity, Novice teachers, Mathematics, Patterns of participation Teacher development
National Category
Didactics
Research subject
Mathematics, Mathematical Education; Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-79111 (URN)10.1007/s11858-018-1008-3 (DOI)000468523000009 ()
Available from: 2018-12-12 Created: 2018-12-12 Last updated: 2019-06-10Bibliographically approved
Skott, J., Mosvold, R. & Sakonidis, C. (2018). Classroom practice and teachers’ knowledge, beliefs and identity. In: T. Dreyfus, M. Artigue, D. Potari, S. Prediger, & K. Ruthven (Ed.), Developing research in mathematics education: Twenty years of communication, cooperation, and collaboration in Europe (pp. 162-180). Oxon, UK: Routledge
Open this publication in new window or tab >>Classroom practice and teachers’ knowledge, beliefs and identity
2018 (English)In: Developing research in mathematics education: Twenty years of communication, cooperation, and collaboration in Europe / [ed] T. Dreyfus, M. Artigue, D. Potari, S. Prediger, & K. Ruthven, Oxon, UK: Routledge, 2018, p. 162-180Chapter in book (Refereed)
Abstract [en]

Developing Research in Mathematics Education is the first book in the series New Perspectives on Research in Mathematics Education, to be produced in association with the prestigious European Society for Research in Mathematics Education. This inaugural volume sets out broad advances in research in mathematics education which have accumulated over the last 20 years through the sustained exchange of ideas and collaboration between researchers in the field. An impressive range of contributors provide specifically European and complementary global perspectives on major areas of research in the field on topics that include:the content domains of arithmetic, geometry, algebra, statistics, and probability;the mathematical processes of proving and modeling;teaching and learning at specific age levels from early years to university;teacher education, teaching and classroom practices;special aspects of teaching and learning mathematics such as creativity, affect, diversity, technology and history;theoretical perspectives and comparative approaches in mathematics education research.This book is a fascinating compendium of state-of-the-art knowledge for all mathematics education researchers, graduate students, teacher educators and curriculum developers worldwide.

Place, publisher, year, edition, pages
Oxon, UK: Routledge, 2018
Series
New Perspective on Research in Mathematics Education - ERME series
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-72841 (URN)9781138080270 (ISBN)9781315113562 (ISBN)
Available from: 2018-04-14 Created: 2018-04-14 Last updated: 2018-06-01Bibliographically approved
Skott, J., Skott, C. K., Jess, K. & Hansen, H. C. (2018). Delta 2.0. Fagdidaktik: Matematik for lærerstuderende. Frederiksberg: Samfundslitteratur
Open this publication in new window or tab >>Delta 2.0. Fagdidaktik: Matematik for lærerstuderende
2018 (Danish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Frederiksberg: Samfundslitteratur, 2018. p. 519
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-82231 (URN)978-87-593-3155-2 (ISBN)
Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-05-07Bibliographically approved
Skott, J., Skott, C. K., Jess, K. & Hansen, H. C. (2018). Delta 2.0: Matematik for lærerstuderende. Frederiksberg: Samfundslitteratur
Open this publication in new window or tab >>Delta 2.0: Matematik for lærerstuderende
2018 (Danish)Book (Other academic)
Abstract [da]

DELTA 2.0 er en ny og helt opdateret udgave af Delta, der i ti år har været brugt i matematiklærernes grund-, efter- og videreuddannelse.DELTA 2.0 er del af serien MATEMATIK FOR LÆRERSTUDERENDE.Ud over DELTA 2.0 består serien af fem bøger med fokus på matematisk indhold: to om Tal, algebra og funktioner, to om Geometri og en om Stokastik, hvortil kommer en bog om elever med særlige behov i matematikundervisningen. Bøgerne i serien er et ambitiøst forsøg på at sammentænke de matematikfaglige aspekter af læreruddannelsen med fagdidaktiske og professionsrettede overvejelser.DELTA 2.0 er seriens almene fagdidaktik. Der er også fagdidaktiske overvejelser i de øvrige bøger i serien, men de er knyttet til specifikt matematisk indhold. DELTA 2.0 behandler mere generelle matematikdidaktiske problemstillinger som læringsteoretiske overvejelser i forbindelse med matematik, centrale aspekter af det at undervise i matematik og digitale teknologier som værktøj til at støtte elevers faglige læring af matematik. Det er en gennemgående idé i DELTA 2.0 at formulere matematikdidaktiske fokuspunkter, som i særlig grad er vigtige for lærere at reflektere over.DELTA 2.0 henvender sig ikke blot til lærerstuderende, men kan også anvendes i matematiklærernes efter- og videreuddannelse, fx diplom-, kandidat- eller masteruddannelser. Desuden vil matematiklærere kunne finde inspiration til udvikling af egenundervisning.

Place, publisher, year, edition, pages
Frederiksberg: Samfundslitteratur, 2018. p. 521
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-72839 (URN)9788759331552 (ISBN)
Available from: 2018-04-14 Created: 2018-04-14 Last updated: 2018-04-18Bibliographically approved
Larsen, D., Østergaard, C. H. & Skott, J. (2018). Prospective teachers’ approach to reasoning and proof: affective and cognitive issues. In: Hanna Palmér, Jeppe Skott (Ed.), Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference. Paper presented at 22nd MAVI,13-15 September, 2016, Växjö (pp. 53-63). Paper presented at 22nd MAVI,13-15 September, 2016, Växjö. Springer
Open this publication in new window or tab >>Prospective teachers’ approach to reasoning and proof: affective and cognitive issues
2018 (English)In: Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference / [ed] Hanna Palmér, Jeppe Skott, Springer, 2018, p. 53-63Chapter in book (Refereed)
Abstract [en]

Reasoning and proof (R&P) are key elements in current reform efforts, but notorious for the problems they create for teachers. We present results from a pilot to an intervention study that seeks to alleviate these problems for prospective primary and lower secondary teachers in Denmark. The study introduces R&P in contexts that are “sufficiently close” to both academic mathematics and to instruction in school. The pilot asks if this is a feasible approach. The part of the pilot presented here consists of responses by 57 prospective teachers to a qualitative questionnaire. The results show that many feel strongly about R&P, one way or another, but also that they have considerable problems with these processes to some extent irrespectively of their affective commitment. The results of the pilot confirm our approach for the main study.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
mathematical reasoning, proof, teacher education
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-61888 (URN)10.1007/978-3-319-70244-5_6 (DOI)978-3-319-70243-8 (ISBN)978-3-319-70244-5 (ISBN)
Conference
22nd MAVI,13-15 September, 2016, Växjö
Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2019-03-06Bibliographically approved
Skott, J. (2018). Re-centring the individual in participatory accounts of professional identity. In: G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt, & B. Xu (Ed.), Gabriele Kaiser, Helen Forgasz, Mellony Graven, Alain Kuzniak, Elaine Simmt, Binyan Xu (Ed.), Invited Lectures from the 13th International Congress on Mathematical Education: . Paper presented at 13th International Congress on Mathematical Education (ICME-13), 23-31 July, 2016, Hamburg (pp. 601-618). Cham: Springer
Open this publication in new window or tab >>Re-centring the individual in participatory accounts of professional identity
2018 (English)In: Invited Lectures from the 13th International Congress on Mathematical Education / [ed] Gabriele Kaiser, Helen Forgasz, Mellony Graven, Alain Kuzniak, Elaine Simmt, Binyan Xu, Cham: Springer, 2018, p. 601-618Conference paper, Published paper (Refereed)
Abstract [en]

Studies of professional identity are generally conducted using participatory frameworks and from the perspective of a particular development initiative. They provide understandings of teachers’ move towards more comprehensive participation in the practices the initiative promotes. Studies in line with this main trend, however, leave questions of teacher identity unanswered when teachers are not enrolled in long-term development programmes. I argue that to address such questions a different framework is needed, one that maintains the participatory stance, but focuses on the individual teacher rather than a development initiative. It is the intention of the Patterns-of-Participation framework (PoP) that I introduce to re-centre the individual in this sense. To make my point, I discuss how research frameworks may be conceptualized and compared and use the resulting “frameworks framework” to contrast studies of the main trend with the intentions of PoP.

Place, publisher, year, edition, pages
Cham: Springer, 2018
Series
ICME-13 Monographs, ISSN 2520-8322
Keywords
Professional identity, Research frameworks, Mathematics teachers
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-72840 (URN)10.1007/978-3-319-72170-5_33 (DOI)000448067900032 ()978-3-319-72169-9 (ISBN)978-3-319-72170-5 (ISBN)
Conference
13th International Congress on Mathematical Education (ICME-13), 23-31 July, 2016, Hamburg
Available from: 2018-04-14 Created: 2018-04-14 Last updated: 2018-11-08Bibliographically approved
Skott, J. (2018). Researching teachers, support to teachers—and teaching. Journal of Mathematics Teacher Education, 21(4), 317-319
Open this publication in new window or tab >>Researching teachers, support to teachers—and teaching
2018 (English)In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 21, no 4, p. 317-319Article in journal, Editorial material (Other academic) Published
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-79228 (URN)10.1007/s10857-018-9411-9 (DOI)
Available from: 2018-12-15 Created: 2018-12-15 Last updated: 2019-01-17Bibliographically approved
Palmér, H. & Skott, J. (Eds.). (2018). Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference. Paper presented at Mathematical Views (MAVI). Springer
Open this publication in new window or tab >>Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference
2018 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Springer, 2018. p. 148
Keywords
beliefs, attitudes, values, mathematics, mathematics education
National Category
Didactics Other Mathematics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-69356 (URN)10.1007/978-3-319-70244-5 (DOI)978-3-319-70243-8 (ISBN)978-3-319-70244-5 (ISBN)
Conference
Mathematical Views (MAVI)
Available from: 2017-12-18 Created: 2017-12-18 Last updated: 2018-05-18Bibliographically approved
Skott, J. (2018). The Goldilocks principle revisited: understanding and supporting teachers' proficiency with reasoning and proof. In: P. Błaszczyk, B. Pieronkiewicz, & M. Samborska (Ed.), Mathematical Transgressions 2015: (pp. 151-166). Krakow, Poland: Universitas
Open this publication in new window or tab >>The Goldilocks principle revisited: understanding and supporting teachers' proficiency with reasoning and proof
2018 (English)In: Mathematical Transgressions 2015 / [ed] P. Błaszczyk, B. Pieronkiewicz, & M. Samborska, Krakow, Poland: Universitas , 2018, p. 151-166Chapter in book (Refereed)
Place, publisher, year, edition, pages
Krakow, Poland: Universitas, 2018
Keywords
Mathematical reasoning, mathematics teacher education, Patterns of Participation
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61875 (URN)9788324231966 (ISBN)
Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2018-05-18Bibliographically approved
Stouraitis, K., Potari, D. & Skott, J. (2017). Contradictions, dialectical oppositions, and shifts in teaching mathematics. Educational Studies in Mathematics, 95(2), 203-217
Open this publication in new window or tab >>Contradictions, dialectical oppositions, and shifts in teaching mathematics
2017 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 95, no 2, p. 203-217Article in journal (Refereed) Published
Abstract [en]

The study reported in this paper concerns the tensions and conflicts that teachers experience while they enact a new set of reform-oriented curricular materials into their classrooms. Our focus is οn the interactions developed in two groups of teachers in two schools for a period of a school year. We use Activity Theory to study emerging contradictions and we elaborate on the construct of dialectical opposition to understand the nature of these contradictions and their potential for teacher learning. We provide evidence that discussions about contradictions and their dialectical character in the two groups support teachers to engage differently in mathematics teaching and learning and carry potentials for shifts in the practices that evolve in their classrooms. Our study addresses empirically in the context of mathematics teaching the philosophical claim about the role of contradictions as a driving force for any dynamic system.

Place, publisher, year, edition, pages
Springer, 2017
Keywords
Contradictions . Activity theory . Teachers’ learning . Dialectical opposition
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61867 (URN)10.1007/s10649-017-9749-4 (DOI)000400853500005 ()
Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2018-05-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7532-5956

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