lnu.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Towards a participatory approach to 'beliefs' in mathematics education
Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematikdidaktik (MD). Aarhus University, Denmark .
2015 (engelsk)Inngår i: From beliefs to dynamic affect systems in mathematics education: exploring a mosaic of relationships and interactions / [ed] Birgit Pepin & Bettina Roesken-Winter, Springer Publishing Company, 2015, 1, s. 3-23Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

Over the last three decades research in beliefs, and affect more generally, has developed into a significant field of study. It attempts to make sense of teachers’ and students’ understandings of mathematics, of its teaching and learning, and of themselves as doers, teachers, and learners of mathematics and of how these understandings relate to classroom practice. Studies of these issues have been published widely and in the most prestigious journals and book series. However, belief research is still confronted with significant conceptual and methodological problems. I suggest that this is at least in part due to the dominant conceptualization of individual functioning in belief research, one that is based on acquisitionism with its emphasis on human action as an enactment of previously reified mental entities. In the present chapter I build on social practice theory and symbolic interactionism to rephrase key issues of belief research, especially that of the relationship between beliefs and practice, in more participatory terms. The suggestion is to shift the focus from beliefs to the pre-reified processes that are said to give rise to them. This leads to more dynamic understandings of learning and lives in mathematics classrooms and serves to overcome some of the conceptual and methodological problems of the field.

sted, utgiver, år, opplag, sider
Springer Publishing Company, 2015, 1. s. 3-23
Serie
Advances in Mathematics Education, ISSN 1869-4918
HSV kategori
Identifikatorer
URN: urn:nbn:se:lnu:diva-27974DOI: 10.1007/978-3-319-06808-4_1ISBN: 9783319068077 (tryckt)OAI: oai:DiVA.org:lnu-27974DiVA, id: diva2:639677
Tilgjengelig fra: 2013-08-08 Laget: 2013-08-08 Sist oppdatert: 2015-05-07bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekst

Personposter BETA

Skott, Jeppe

Søk i DiVA

Av forfatter/redaktør
Skott, Jeppe
Av organisasjonen

Søk utenfor DiVA

GoogleGoogle Scholar

doi
isbn
urn-nbn

Altmetric

doi
isbn
urn-nbn
Totalt: 142 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf