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Skott, Jeppe
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Publications (10 of 74) Show all publications
Palmér, H. & Skott, J. (Eds.). (2018). Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms. 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
2018 (English)Conference proceedings (editor) (Refereed)
Place, publisher, year, edition, pages
Springer, 2018
Keyword
beliefs, attitudes, values, mathematics, mathematics education
National Category
Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-69356 (URN)10.1007/978-3-319-70244-5 (DOI)978-3-319-70243-8 (ISBN)
Conference
Mathematical Views (MAVI)
Available from: 2017-12-18 Created: 2017-12-18 Last updated: 2018-01-05
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, 203-217 p.Article 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
Keyword
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: 2017-07-19Bibliographically approved
Skott, J. (2017). Patterns of Participation: a participatory account of learning to teach. In: A. Quortrup & M. Wiberg (Ed.), Dealing with conceptualisations of learning: learning between means and aims in theory and practice (pp. 133-143). Sense Publishers.
Open this publication in new window or tab >>Patterns of Participation: a participatory account of learning to teach
2017 (English)In: Dealing with conceptualisations of learning: learning between means and aims in theory and practice / [ed] A. Quortrup & M. Wiberg, Sense Publishers, 2017, 133-143 p.Chapter in book (Refereed)
Place, publisher, year, edition, pages
Sense Publishers, 2017
Keyword
Theories of learning, Patterns of Participation, Acquisitionism, Participationism
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61881 (URN)9789463510271 (ISBN)9789463510288 (ISBN)9789463510295 (ISBN)
Projects
On the concept of learning
Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2017-06-28Bibliographically approved
Skott, J. (2017). The Goldilocks principle revisited: understanding and supporting teachers' proficiency with reasoning and proof. In: P. Błaszczyk, B. Pieronkiewicz, & M. Samborska (Ed.), Mathematical Transgressions: . Krakow, Poland: PWN.
Open this publication in new window or tab >>The Goldilocks principle revisited: understanding and supporting teachers' proficiency with reasoning and proof
2017 (English)In: Mathematical Transgressions / [ed] P. Błaszczyk, B. Pieronkiewicz, & M. Samborska, Krakow, Poland: PWN , 2017Chapter in book (Refereed)
Place, publisher, year, edition, pages
Krakow, Poland: PWN, 2017
Keyword
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)
Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2017-04-11
Skott, J. (2016). Balancing proving that and proving why in mathematics teacher education. In: Presented at Sydostkonferensen i matematik, 25 augusti, 2016, Växjö: . Paper presented at Sydostkonferensen i matematik, 25 augusti, 2016, Växjö. .
Open this publication in new window or tab >>Balancing proving that and proving why in mathematics teacher education
2016 (English)In: Presented at Sydostkonferensen i matematik, 25 augusti, 2016, Växjö, 2016Conference paper, Oral presentation only (Other academic)
Abstract [en]

Mathematical reasoning and proving (R&P) are notoriously difficult for students at all  school levels as well as for many prospective teachers for elementary school. The latter is particularly worrying as current recommendations for school mathematics emphasise R&P as significant in their own right and as ways of supporting students’ learning of important mathematical contents. I outline the background and rationale to an intervention study that seeks to develop prospective elementary teachers’ own proficiency with reasoning and proving as well as their ways of working with these processes when teaching. The pilot to the intervention suggests that the research participants faced even greater difficulties than anticipated. We suggest balancing proving that and proving why in mathematics teacher education to address these difficulties, using tasks that arise or may be developed from school classrooms.

Keyword
Mathematical reasoning, proving that, proving why, mathematics teacher education
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61904 (URN)
Conference
Sydostkonferensen i matematik, 25 augusti, 2016, Växjö
Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2017-04-05Bibliographically approved
Skott, J. & Skott, C. K. (2016). Interpreting teachers' acts and meaning-making socially. In: Presented at Seminar of the mathematics education section at NTNU, Trondheim, Norway: . Paper presented at Seminar of the mathematics education section at NTNU, Trondheim, Norway. .
Open this publication in new window or tab >>Interpreting teachers' acts and meaning-making socially
2016 (English)In: Presented at Seminar of the mathematics education section at NTNU, Trondheim, Norway, 2016Conference paper, Oral presentation only (Other academic)
Abstract [en]

There are two sets of backgrounds to the presentation. First, it is generally acknowledged that the frameworks used in research shape the results obtained in fundamental ways. However, it is not always made clear how conceptual or theoretical frameworks are conceptualised, in what ways competing frameworks differ from one another, and what role a particular framework plays in a study. Second, research on and with mathematics teachers has since the beginning of the 1980s had a dual focus on understanding teachers’ acts and meaning-making and solving what is often referred to as the problems of implementation. However, more often than not studies are based on acquisitionist interpretations of human functioning, and the more participatory stance increasingly adopted in other lines of research in mathematics education is rarely considered.

In the first part of the session Jeppe discusses the notion of a conceptual framework and presents an approach to analysing and comparing frameworks. He presents a framework called Patterns of Participation (PoP) that adopts a participatory perspective on teaching and teacher learning, and he compares it with other lines of research conducted on and with teachers. In line with social practice theory, PoP views classroom practice as a social phenomenon, but seeks to re-centre the individual, rather than a particular practice, in the analysis. One moral of the story is that PoP offers a valuable, complementary perspective on learning to teach; another that the implementation metaphor often used in research on and with teachers does not do justice to the complexity of teaching.

In the second part of the session Charlotte introduces how she and her colleagues have adapted the Japanese method of Lesson Study (LS) to work with teachers at a school in a Copenhagen suburb. Doing so they interpret teacher learning in PoP terms. Research into how LS contributes to teachers’ professional development often seeks to identify connections between features of the method and teacher learning.  However, many such studies focus on and try to document teacher learning without accounting theoretically for what is meant by the term of teacher learning. Using PoP, Charlotte will give a theoretical account of one mathematics teachers’ learning by analysing changes in his participation during the collaborative LS-processes.

Keyword
Teacher learning, mathematics, conceptual frameworks, Patterns of Participation (PoP)
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61900 (URN)
Conference
Seminar of the mathematics education section at NTNU, Trondheim, Norway
Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2017-04-05Bibliographically approved
Skott, J. (2016). Matematiske ræsonnementer i læreruddannelsen: at balancere proving that og proving why. In: Novemberkonferensen 2016, Trondheim, Norway: . Paper presented at Novemberkonferensen 2016, Trondheim, Norway. .
Open this publication in new window or tab >>Matematiske ræsonnementer i læreruddannelsen: at balancere proving that og proving why
2016 (Danish)In: Novemberkonferensen 2016, Trondheim, Norway, 2016Conference paper, Oral presentation only (Other academic)
Abstract [da]

Ræsonnement og bevis har en stærk position reformforslag for matematikundervisning. Imidlertid giver området problemer for elever på alle nieauer såvel som for en del studerende, fx i læreruddannelsen. Begge grupper har ofte svært at skelne mellem empiriske og matematiske argumenter; de ser ikke matematiske ræsonnementer som en måde at udvikle bedre forståelser af det indhold, der ræsonneres om;  og generelt synes det svært at bryde med den tradition, at ræsonnement og bevis introduceres sent i skoleforløbet og mest i relation til geometri.

For at imødegå problemerne er det blevet anbefalet i skolen at fokusere på ræsonnementer som del af undersøgende og kommunikative aktiviteter. Ræsonnement og bevis skal da ikke primært verificere på forhånd givne resultater, men ses som en helhed af at undersøge matematiske sammenhænge, formulere hypoteser, og be- eller afkræfte foreløbige resultater. Det indebærer et skift i fokus fra proving that til proving why. Da et andet af tidens forslag er at koble læreruddannelsen tæt til matematik i skolen, er det nærliggende at foreslå et tilsvarende skift i uddannelsen af matematiklærere.

Jeg præsenterer baggrunden for og resultater fra piloten til et interventionsstudie, der har fokus på ræsonnement og bevis i uddannelsen af matematiklærere til grundskolen. I studiet (RaPiTE  - Reasoning and Proving in Teacher Education) arbejder vi på den ene side med proving why, men på den anden argumenterer vi, at skiftet fra proving that til proving why ikke må overdrives. Hvis lærere skal forholde sig matematisk til uforudsigelige forslag og ideer fra elever, som arbejder undersøgende, må de have erfaringer med forskellige måder at afgøre sandhedsværdien af matematiske udsagn. Argumentet er, at matematiklæreruddannelsen skal balancere proving why med proving that og i praksis arbejde på måder, der ligger ”tilstrækkeligt tæt” på såvel matematik som fag som på skolens undervisning. Jeg giver eksempler på, hvad det kan betyde i praksis.

Keyword
Læreruddannelse, bevis og ræsonnement, proving that og proving why
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61905 (URN)
Conference
Novemberkonferensen 2016, Trondheim, Norway
Note

Invited plenary lecture at Novemberkonferensen

Ej belagd 170405

Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2017-04-05Bibliographically approved
Larsen, D., Østergaard, C. H. & Skott, J. (2016). Prospective teachers’ approach to reasoning and proof: affective and cognitive issues. In: Proceeding of 22nd MAVI: 13-15 September, 2016, Växjö. Paper presented at 22nd MAVI,13-15 September, 2016, Växjö. International Conference on Mathematical Views (MAVI).
Open this publication in new window or tab >>Prospective teachers’ approach to reasoning and proof: affective and cognitive issues
2016 (English)In: Proceeding of 22nd MAVI: 13-15 September, 2016, Växjö, International Conference on Mathematical Views (MAVI), 2016Conference paper, Published paper (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
International Conference on Mathematical Views (MAVI), 2016
Keyword
mathematical reasoning, proof, teacher education
National Category
Didactics
Identifiers
urn:nbn:se:lnu:diva-61888 (URN)
Conference
22nd MAVI,13-15 September, 2016, Växjö
Note

Ej belagd 170411

Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2017-04-11Bibliographically approved
Skott, J., Larsen, D. M. & Østergaard, C. H. (2016). Reasoning and proving in mathematics teacher education. In: Presented at ERME Topic Conference: Mathematics teaching, resources and teacher professional development, 5-7 October, 2016, Berlin: . Paper presented at ERME Topic Conference: Mathematics teaching, resources and teacher professional development, 5-7 October, 2016, Berlin. .
Open this publication in new window or tab >>Reasoning and proving in mathematics teacher education
2016 (English)In: Presented at ERME Topic Conference: Mathematics teaching, resources and teacher professional development, 5-7 October, 2016, Berlin, 2016Conference paper, Oral presentation only (Refereed)
Abstract [en]

There is evidence for recommendations to link mathematics teacher education (MTE) closely to school mathematics and to emphasise proving why rather than proving that when teaching reasoning and proof (R&P) in schools. In spite of that we suggest not to take the implication that MTE focuses on proving why to extremes. We outline the background, framework, and results of a pilot to an intervention study that seeks to address the problems of R&P in MTE. The results suggest that teachers face more problems with R&P than expected and have difficulties just selecting situations from school in need of a mathematical justification, let alone developing justifications and supporting their students’ learning of R&P. This supports our suggestion that a dual emphasis on proving that and proving why is needed in MTE.

Keyword
Mathematics teacher education, reasoning and proof, Patterns of Participation (PoP), proving that – proving why.
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61890 (URN)
Conference
ERME Topic Conference: Mathematics teaching, resources and teacher professional development, 5-7 October, 2016, Berlin
Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2017-04-05Bibliographically approved
Skott, J. (2016). Teacher identity and participatory accounts of professional learning. In: Presented at Seminar on mathematics teacher learning at the University of Athens: . Paper presented at Seminar on mathematics teacher learning at the University of Athens. .
Open this publication in new window or tab >>Teacher identity and participatory accounts of professional learning
2016 (English)In: Presented at Seminar on mathematics teacher learning at the University of Athens, 2016Conference paper, Oral presentation only (Other academic)
Abstract [en]

Studies of teacher identity generally conceive identity in participatory and processual terms and seek to understand how cultural and social contexts inform and transform teachers’ tales of themselves as professionals as well as their contributions to classroom practice. Also, they often view identity changes from the perspective of a particular development initiative and provide understandings of if and how teachers move from the periphery to more comprehensive modes of participation in the practices it promotes. Foregrounding particular initiatives, however, these studies leave questions of teacher identity unanswered in the majority of cases in which teachers are not enrolled in long-term development programmes. Referring to a longitudinal study of a novice teacher, Anna (cf. Skott, 2013), I address questions of the latter type. I follow Anna at her school, Northgate, for periods of time over the first three years after her graduation. Somewhat in line with other studies of identity, I draw on social practice theory in my interpretation of her contributions to classroom interaction, most notably on the notions of practice (e.g. Wenger, 1998) and figured worlds (e.g. Holland et al., 1998). Rather than focusing on the role of one particular set of practices (e.g. as promoted by a development initiative), I ask: (1) what prior and present practices and figured worlds does Anna re-engage and participate in, as she interacts with her students? (2) What changes, if any, occur among the practices and figured worlds that dominate her contributions to classroom interaction over the first few years of her career? I use a conceptual framework called Patterns of Participation (PoP). PoP combines social practice theory with an interpretation of symbolic interactionism to redefine teacher learning and to re-centre the individual (rather than a development initiative) in what is still a participatory account of professional identity. The results suggest that among practices and figured worlds that are important for Anna’s approach to instruction, some relate to her pre-service education; others to collaboration with her colleagues and the leadership at Northgate; still others to contexts with little apparent connection to her education and profession as a teacher. Also, there are significant shifts in the relative importance of these practices and figured worlds over time and the ones related to the reformist intentions of her teacher education programme are generally subdued by others based at the school. I argue that PoP is helpful for understanding changes in Anna’s professional identity and shedding light on significant shifts in the practices and discourses that inform her contributions to classroom practice.

Keyword
Teacher identity, Patterns of Participation, teacher learning
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61907 (URN)
Conference
Seminar on mathematics teacher learning at the University of Athens
Note

Invited lecture at seminar at the University of Athens

Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2017-04-05Bibliographically approved
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