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  • 1.
    Grundén, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics. Högskolan Dalarna.
    Diversity in meanings as an issue in research interviews2017In: 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 (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. 

  • 2.
    Grundén, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Educational planning in mathematics as a part of macro-sociological structures2017In: 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 (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.

  • 3.
    Grundén, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Practice of planning in mathematics teaching: meaning and relations2017In: 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 (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.

  • 4.
    Grundén, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics. Dalarna University.
    Tensions between representations and assumptions in mathematics teaching2019In: 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 (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.

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