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Grundén, H. (2019). Tensions between representations and assumptions in mathematics teaching. In: Jayasree Subramanian (Ed.), Proceedings of the Tenth International Mathematics Education and Society Conference: 10th International Conference, Hyderabad, India, Jan 28th-Feb 2nd, 2019. Paper presented at Tenth International Mathematics Education and Society Conference, Hyderabad, India, Jan 28th-Feb 2nd, 2019. Hyderabad, India: Mathematics Education and Society, 2
Open this publication in new window or tab >>Tensions between representations and assumptions in mathematics teaching
2019 (English)In: Proceedings of the Tenth International Mathematics Education and Society Conference: 10th International Conference, Hyderabad, India, Jan 28th-Feb 2nd, 2019 / [ed] Jayasree Subramanian, Hyderabad, India: Mathematics Education and Society , 2019, Vol. 2Conference paper, Published paper (Refereed)
Abstract [en]

Mathematics teaching and mathematics teachers are part of cultural, societal, and educational structures. These structures and different actors within the structures construct mathematics teaching differently and influence the scope of action that teachers hold. To explore the mechanisms behind this influence, Fairclough’s concepts of representations and assumptions were used to analyze common themes in interviews with six Swedish mathematics teachers. Results showed that there is diversity in ways of representing and that three groups of actors are visible in the representations: teachers, official actors, and students and parents. Results also revealed tensions between representations and assumptions that have consequences for teachers’ considerations and decisions about their mathematics teaching.

Place, publisher, year, edition, pages
Hyderabad, India: Mathematics Education and Society, 2019
Series
Proceedings of the International Mathematics Education and Society Conference, ISSN 2077-9933
Keywords
Critical Discourse Analysis, Mathematics teaching, Planning
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-79826 (URN)
Conference
Tenth International Mathematics Education and Society Conference, Hyderabad, India, Jan 28th-Feb 2nd, 2019
Available from: 2019-01-23 Created: 2019-01-23 Last updated: 2019-03-06Bibliographically approved
Grundén, H. (2017). Diversity in meanings as an issue in research interviews. In: Anna Chronaki (Ed.), Mathematics Education and Life at Times of Crises: Proceedings of the 9th International Conference of Mathematics Education and Society. Paper presented at 9th International Conference of Mathematics Education and Society, Volus, Greece, April 7-12, 2017 (pp. 503-512). Volos, Greece: University of Thessaly Press, 2
Open this publication in new window or tab >>Diversity in meanings as an issue in research interviews
2017 (English)In: Mathematics Education and Life at Times of Crises: Proceedings of the 9th International Conference of Mathematics Education and Society / [ed] Anna Chronaki, Volos, Greece: University of Thessaly Press , 2017, Vol. 2, p. 503-512Conference paper, Published paper (Refereed)
Abstract [en]

Taking the social, political, and ethical dimensions of mathematics education seriously means not only researching these issues, but also designing and assessing research with these dimensions in mind. When designing an interview study about planning in mathematics, diversity in meanings was recognized and participants and their voices were foregrounded. In this paper, the design is related to perspectives on interviews, meaning as both durable and transient, and quality criteria such as reproducibility and bias. Theoretical assumptions had consequences for how meaning was seen, but also for relevance of the chosen quality criteria. Findings suggest that not only design, but also assessment of quality in interview studies have to be discussed in relation to the theoretical assumptions the studies build on. 

Place, publisher, year, edition, pages
Volos, Greece: University of Thessaly Press, 2017
Series
Proceedings of the International Mathematics Education and Society Conference, ISSN 2077-9933
Keywords
Mathematics education, Interviews, Meaning, Reproducibility
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-62536 (URN)9789609439497 (ISBN)
Conference
9th International Conference of Mathematics Education and Society, Volus, Greece, April 7-12, 2017
Available from: 2017-04-20 Created: 2017-04-20 Last updated: 2018-06-11Bibliographically approved
Grundén, H. (2017). Educational planning in mathematics as a part of macro-sociological structures. In: Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist (Ed.), ICT in mathematics education: the future and the realities: Proceedings of MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016. Paper presented at The tenth research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 26-27, 2016 (pp. 149-149). Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF
Open this publication in new window or tab >>Educational planning in mathematics as a part of macro-sociological structures
2017 (English)In: ICT in mathematics education: the future and the realities: Proceedings of MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017, p. 149-149Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

All teachers in mathematics somehow plan for their teaching. They have con- siderations and make decisions that will in uence what is happening in the classroom and thereby also what opportunities their students have to learn mathematics. Considerations and decisions are made in a social practice with power relations operating both within the practice itself and between practices. In a forthcoming study about planning of mathematics teaching these power relations will be explored. In this presentation different methods for exploring the power relations are discussed.

Place, publisher, year, edition, pages
Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017
Series
Skrifter från SMDF, ISSN 1651-3274 ; 11
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-67348 (URN)978-91-984024-0-7 (ISBN)
Conference
The tenth research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 26-27, 2016
Available from: 2017-08-22 Created: 2017-08-22 Last updated: 2017-09-15Bibliographically approved
Grundén, H. (2017). Practice of planning in mathematics teaching: meaning and relations. In: T. Dooley & G. Gueudet (Ed.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, (CERME10), February 1-5, 2017: . Paper presented at Tenth Congress of the European Society for Research in Mathematics Education (CERME10), February 1-5, 2017 (pp. 3065-3072). European Society for Research in Mathematics Education
Open this publication in new window or tab >>Practice of planning in mathematics teaching: meaning and relations
2017 (English)In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, (CERME10), February 1-5, 2017 / [ed] T. Dooley & G. Gueudet, European Society for Research in Mathematics Education, 2017, p. 3065-3072Conference paper, Published paper (Refereed)
Abstract [en]

Understanding the complexity of teaching also means understanding issues outside classrooms, including planning in mathematics. Although planning is part of a mathematics teacher’s everyday life, there is no shared understanding of it, and little is known about how teachers’ planning is related to other practices. In response, to explore what planning means to mathematics teachers and planning’s relations to other practices, interviews were conducted with teachers and their contents analyzed in several steps to generate a story of each teacher’s experiences with planning. For one teacher, Fia, planning meant decisions and considerations about mathematical content and teaching situations, as well as navigating the decisions and opinions of other actors. Fia’s planning is related to practices of management, mathematics teaching, and mathematics teachers, all of which influenced her planning and how her students encountered mathematics in the classroom.

Place, publisher, year, edition, pages
European Society for Research in Mathematics Education, 2017
Keywords
planning, teaching, meaning, practice, interview
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-70264 (URN)000467053304005 ()978-1-873769-73-7 (ISBN)
Conference
Tenth Congress of the European Society for Research in Mathematics Education (CERME10), February 1-5, 2017
Available from: 2018-01-30 Created: 2018-01-30 Last updated: 2019-05-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3087-7447

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