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  • 1. Hansen, Hans Christian
    et al.
    Schou, John
    Jess, Kristine
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Matematik for lærerstuderende: Geometri, 1.-6. klasse2013Book (Other academic)
  • 2. Hansen, Hans Christian
    et al.
    Schou, John
    Jess, Kristine
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Matematik for lærerstuderende: Geometri, 4.-10. klasse2013Book (Other academic)
  • 3. Hansen, H.C.
    et al.
    Skott, Jeppe
    The Danish University of Education.
    Jess, Kristine
    Matematik for lærerstuderende. Ypsilon: Basisbog, bd. 12007Book (Other (popular science, discussion, etc.))
  • 4. Hansen, H.C
    et al.
    Skott, Jeppe
    The Danish Uniersity of Education.
    Jess, Kristine
    Matematik for lærerstuderende. Ypsilon: Basisbog, bd. 22007Book (Other (popular science, discussion, etc.))
  • 5. Jess, Kristine
    et al.
    Hansen, Hans Christian
    Schou, John
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Matematik for lærerstuderende: Tal, algebra og funktioner, 1.-6 klasse2013Book (Other academic)
  • 6. Jess, Kristine
    et al.
    Skott, Jeppe
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Hansen, Hans Christian
    Matematik for lærerstuderende: My,  Elever med særlige behov2012 (ed. 2)Book (Other academic)
  • 7. Jess, Kristine
    et al.
    Skott, Jeppe
    Växjö University.
    Hansen, H.C
    Matematik for lærerstudrende. MY: Elever med særlige behov2009Book (Other (popular science, discussion, etc.))
  • 8.
    Larsen, Dorte
    et al.
    University College Lillbaelt, Denmark.
    Østergaard, Camilla H.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Prospective teachers’ approach to reasoning and proof: affective and cognitive issues2016In: Proceeding of 22nd MAVI: 13-15 September, 2016, Växjö, International Conference on Mathematical Views (MAVI), 2016Conference 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.

  • 9.
    Larsen, Dorthe M.
    et al.
    University College Capital, Copenhagen, Denmark.
    Østergaard, Camilla H.
    University College Metropol, Copenhagen, Denmark.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Patterns of participation: a framework for understanding the role of the teacher for classroom practice2013In: Eighth Congress of European Research in Mathematics Education (CERME 8): WG Papers 17, European Society for Research in Mathematics Education, 2013Conference paper (Refereed)
    Abstract [en]

    Research on teachers’ knowledge and beliefs has grown big in recent years. Thelarger parts of these fields are built on acquisitionist interpretations of humanfunctioning. We explore the potentials of a participationist framework forunderstanding the role of the teacher for emerging classroom practices. Theframework is built on social practice theory and symbolic interactionism and adoptsa processual approach to understanding the role of the teacher. We use theframework in a qualitative study of two teachers with different prior experiences. Thestudy suggests that the framework has some potential and sheds light on the dynamicrelationships between the teacher’s engagement in the practices of the mathematicsclassroom and other, personally significant, past and present ones.

  • 10.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Skott, JeppeLinnaeus University, Faculty of Technology, Department of Mathematics.
    Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms2018Conference proceedings (editor) (Refereed)
  • 11.
    Papakanderaki, Chara
    et al.
    Athens University, Greece.
    Potari, Despina
    Athens University, Greece.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Conflicting practices in mathematics education: A dynamic interpretation2013Conference paper (Refereed)
  • 12. Potari, D.
    et al.
    Berg, C
    Charalambous, C.
    Figueiras, L.
    Hospesova, A.
    Ribeiro, M.
    Santos, L.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Zehetmeier, S.
    From a study of teaching practices to issues in teacher education: Introduction to the the papers and posters of WG172013In: CERME 8: Proceedings of the eigth congress of the European Society for Research in Mathematics Education / [ed] Ubuz, B.; Cigdem, H.; Mariotti, M.A., Ankara: European Society for Research in Mathematics Education, 2013, 2896-2907 p.Conference paper (Refereed)
  • 13.
    Schou, John
    et al.
    University College Lillebält, Danmark.
    Jess, Kristine
    Hansen, Hans Christian
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Matematik for lärerstuderende: Stokastik, 1.-10. klasse2013Book (Other (popular science, discussion, etc.))
  • 14. Schou, John
    et al.
    Jess, Kristine
    Hansen, Hans Christian
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Matematik for lærerstuderende: Tal algebra og funktioner, 4.-10. klasse2013Book (Other academic)
  • 15.
    Skott, Jeppe
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    A cautionary note – is research still caught up in an implementer approach to the teacher?2008In: The webpage of Symposium on the occassion of the 100th anniversary of ICMI, 2008Conference paper (Other (popular science, discussion, etc.))
  • 16.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Balancing proving that and proving why in mathematics teacher education2016In: Presented at Sydostkonferensen i matematik, 25 augusti, 2016, Växjö, 2016Conference paper (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.

  • 17.
    Skott, Jeppe
    The Danish University of Education.
    Belief research and the actual and virtual communities of a novice teacher's practice2002In: Proceedings of the 26th conference of the International Group for the Psychology of Mathematics Education, vol. 4 / [ed] A.D. Cockburn & E. Nardi, 2002, 209-216- p.Conference paper (Refereed)
  • 18.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education. Aarhus University, Denmark.
    Beliefs and Brownies: in search for a new identity for "belief" research2015In: Current state of research on mathematical beliefs XX: Proceedings of the MAVI-20 Conference, September 29 – October 1, 2014, Falun, Sweden / [ed] L. Sumpter, International Conference on Mathematical Views (MAVI), 2015, 33-45 p.Conference paper (Refereed)
  • 19.
    Skott, Jeppe
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Beliefs vs. Patterns of participation – towards  coherence in understanding the role the teacher2011In: Proceedings from the MAVI 17 conference, Bochum, Germany, International Conference on Mathematical Views (MAVI), 2011Conference paper (Refereed)
  • 20.
    Skott, Jeppe
    The Danish University of Education.
    Challenging a purely mathematical perspective on teachers' competence2001In: Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education, vol. 4 / [ed] M. van den Heuvel-Panhuizen, 2001, 193-200- p.Conference paper (Refereed)
  • 21.
    Skott, Jeppe
    Växjö University.
    Contextualising the notion of belief enactment2009In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 12, no 1, 27-46 p.Article in journal (Refereed)
  • 22.
    Skott, Jeppe
    The Danish University of Education.
    Developing pre-service teacher education in times of constraints. The case of the Eritrean elementary school2005Conference paper (Refereed)
  • 23.
    Skott, Jeppe
    The Danish University of Education .
    How can we relate understandings of mathematics with understandings of pedagogy to create effective didactic situations in the classroom?: A reaction to five papers at session 3 of TSG 23, ICMI-102004Conference paper (Other academic)
  • 24.
    Skott, Jeppe
    The Danish University of Education.
    I begyndelsen var refleksionen2007In: Læreruddannelsens didaktik, bd. 1 / [ed] B. Steffensen & J.C. Jacobsen, Århus, Denmark: Klim , 2007, 215-234 p.Chapter in book (Other academic)
  • 25.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    'I guess I just followed the crowd at chow time, sir': acquisition and participation as metaphors for learning, teaching, and learning to teach2013Conference paper (Refereed)
  • 26.
    Skott, Jeppe
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    Introduktion til Paul Cobbs matematikdidaktiske arbejde2008In: MONA Matematikk og naturfagdidaktik, ISSN 1604-8628, E-ISSN 2245-8948, Vol. 4, no 4, 42-58 p.Article in journal (Refereed)
    Abstract [en]

    Paul Cobb fik i sommer overrakt ICMI’s Freudenthalmedalje for sin matematikdidaktiske forskning. Hensigten med denne artikel er at introducere Cobbs forfatterskab. Hovedvægten er på den socialkonstruktivistiske forståelse af undervisning og læring fra 1990’erne, men der knyttes an til tidligere og senere arbejder. Pointen er at nok er der teoretiske skift i Cobbs arbejder over de seneste tre årtier, men der er også en rød tråd i form af en dobbeltinteresse i at teoretisere over praksis og bidrage til dens videreudvikling. Sammen med en teoretisk pragmatisme peger det mere på gradvis, kontinuert udvikling i Cobbs tilgang end på fundamentale brud i den.

  • 27.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Matematiske ræsonnementer i læreruddannelsen: at balancere proving that og proving why2016In: Novemberkonferensen 2016, Trondheim, Norway, 2016Conference paper (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.

  • 28.
    Skott, Jeppe
    The Danish University of Education.
    Mathematics teachers and curriculum reform: planned participation and forced autonomy as two sides of the same coin2000In: Proceedings from the Nordic workshop on mathematics education, Umeå, 1998, Umeå: University of Umeå , 2000, 104-114 p.Conference paper (Other academic)
  • 29.
    Skott, Jeppe
    The Danish University of Education.
    Mongolian mathematics education 'in this period transition'2002In: School development in Mongolia, 1992-2000 / [ed] E. Nørgaard, Copenhagen: CICED , 2002, 91-107 p.Chapter in book (Other academic)
  • 30.
    Skott, Jeppe
    The Danish University of Education.
    Om at forstå de udlevede curricula - didaktik med matematik som eksempel2004In: Didaktik på kryds og tværs / [ed] K. Schnack, Copenhagen: Danmarks Pædagogiske Universiets Forlag , 2004, 77-96 p.Chapter in book (Other academic)
  • 31.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Patterns of Participation: a participatory account of learning to teach2017In: 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)
  • 32.
    Skott, Jeppe
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Researching teachers' beliefs and knowledge: what (not) to expect in terms of impact?2009In: Nordic reasearch in mathematics education: Proceedings from NORMA 08 in Copenhagen, April 21-April 24, 2008 / [ed] C. Winsløw, Rotterdam: Sense Publishers, 2009, 99-108 p.Conference paper (Refereed)
  • 33.
    Skott, Jeppe
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Revisiting theory-practice relationships: a cautionary note on the expectation of impact2012Conference paper (Refereed)
  • 34.
    Skott, Jeppe
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Shifting the direction of belief research: from beliefs to patterns of participation2010In: Proceedings of the 34th conference of the International Group for the Psychology of Mathematics Education, vol. 4: Mathematics in different settings / [ed] M.M.F. Pinto & T.F. Kawasaki, Belo Horizonte, Brazil: UFMG , 2010, 193-200 p.Conference paper (Refereed)
  • 35.
    Skott, Jeppe
    The Danish University of Education.
    Structuring syllabi for teacher education - the case of ATTI2002Conference paper (Other academic)
  • 36.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Teacher identity and participatory accounts of professional learning2016In: Presented at Seminar on mathematics teacher learning at the University of Athens, 2016Conference paper (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.

  • 37.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Teacher identity revisited: re-centering the individual in participatory accounts of professional learning2016In: Presented at the 13th International Congress on Mathematical Education Hamburg, 24-31 July 2016, ICME 13, 2016Conference paper (Other academic)
    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.

  • 38.
    Skott, Jeppe
    The Danish University of Education.
    Teoretiske løkker i matematikkens didaktik - om relationen mellem empiri, teori og praksis2006In: Fag og didaktikk i lærerutdanning. Kunnskap i grenseland / [ed] S. Ongstad, Oslo: Universitetsforlaget , 2006, 224-240 p.Chapter in book (Other academic)
  • 39.
    Skott, Jeppe
    the Danish University of Education.
    The emergining practices of a novice teacher: the roles of his school mathematics images2001In: Jounal of Mathematics Teacher Education, ISSN 1386-4416, Vol. 4, no 1, 3-28 p.Article in journal (Refereed)
  • 40.
    Skott, Jeppe
    The Danish University of Education.
    The forced autonomy of mathematics teachers2000In: Proceedings of the 24th conference of the International Group for the Psychology of Mathematics Education, vol. 4 / [ed] T Nakahara &M. Koyama, Hiroshima, Japan: Hiroshima University , 2000, 169-176- p.Conference paper (Refereed)
  • 41.
    Skott, Jeppe
    The Danish University of Education.
    The forced autonomy of mathematics teachers2004In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 55, no 1-3, 227-257 p.Article in journal (Refereed)
    Abstract [en]

    Current developments in mathematics education require teachers to play a different and more profound role than few years ago. The first half of this article discusses the theoretical background of these developments in terms of their epistemological and meta-mathematical orientations. Based on this theoretical analysis, the teacher's new role is summed up as one of forced autonomy. Next, the article summarises two different responses on the part of the research community to the situation of forced autonomy. These are the ones of focussing primarily on teachers' meta-mathematical and mathematical qualifications. Subsequently, the results of an empirical study are outlined. These results are used both to develop an empirically grounded elaboration of the notion of forced autonomy and to challenge the above-mentioned responses on the part of the research community. The concluding section calls for the adoption of broad perspectives on teacher qualifications, integrating pedagogical, mathematical and meta-mathematical perspectives.

  • 42.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    The Goldilocks principle revisited: understanding and supporting teachers' proficiency with reasoning and proof2017In: Mathematical Transgressions / [ed] P. Błaszczyk, B. Pieronkiewicz, & M. Samborska, Krakow, Poland: PWN , 2017Chapter in book (Refereed)
  • 43.
    Skott, Jeppe
    The Danish University of Education.
    The images and practice of a matheamics teacher. A short description2000In: Nordic Studies in Mathematics Education, ISSN 1104-2176, Vol. 8, no 2, 64-67 p.Article in journal (Refereed)
  • 44.
    Skott, Jeppe
    The Royal Danish School of Educational Studies.
    The images and practice of mathematics teachers2000Doctoral thesis, monograph (Other academic)
  • 45. Skott, Jeppe
    The multiple motives of teacher activity and the roles of his school mathematics images1999In: Proceedings of the 23rd conference of the International Group for the Psychology of Mathematics Education, vol. 4 / [ed] O. Zaslavsky, Haifa: Israel Institute of Technology , 1999, 209-216 p.Conference paper (Refereed)
  • 46.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    The promises, problems, and prospects of teacher related belief research2015In: International Handbook of research on teachers' beliefs / [ed] Helenrose Fives & Michelle Gill, Routledge, 2015, 13-30 p.Chapter in book (Refereed)
  • 47.
    Skott, Jeppe
    The Danish Uniersity of Education.
    The role of the practice of theorising practice2005In: CERME 4. European reseaerch in mathematics education: Proceedings of the fourth congress of the European Sociey for Research in Mathematics Education / [ed] M. Bosch, 2005, 1598-1608 p.Conference paper (Refereed)
  • 48.
    Skott, Jeppe
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Aarhus University, Denmark.
    Theoretical loops in mathematics education: theory-practice relationships revisited2009In: Asian Journal of Educational Research and Synergy, Vol. 1, no 2, 74-88 p.Article in journal (Refereed)
  • 49.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Tilegnelse og deltagelse som metaforer for at lære, for at undervise  og for at lære at undervise2015In: Faglig kunnskap i skole og lærerutdanning II: Nordiske bidrag til fagdidaktikken / [ed] A. Amdal, H. Fjørtoft, L. Kvande, Bergen: Fagbokforlaget, 2015Chapter in book (Refereed)
  • 50.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics Education. Aarhus University, Denmark .
    Towards a participatory approach to 'beliefs' in mathematics education2015In: 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, 3-23 p.Chapter in book (Refereed)
    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.

12 1 - 50 of 74
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