lnu.sePublikationer
Ändra sökning
Avgränsa sökresultatet
12 1 - 50 av 78
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1. Hansen, Hans Christian
    et al.
    Schou, John
    Jess, Kristine
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematikdidaktik (MD).
    Matematik for lærerstuderende: Geometri, 1.-6. klasse2013Bok (Övrigt vetenskapligt)
  • 2. Hansen, Hans Christian
    et al.
    Schou, John
    Jess, Kristine
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematikdidaktik (MD).
    Matematik for lærerstuderende: Geometri, 4.-10. klasse2013Bok (Övrigt vetenskapligt)
  • 3. Hansen, H.C.
    et al.
    Skott, Jeppe
    The Danish University of Education.
    Jess, Kristine
    Matematik for lærerstuderende. Ypsilon: Basisbog, bd. 12007Bok (Övrig (populärvetenskap, debatt, mm))
  • 4. Hansen, H.C
    et al.
    Skott, Jeppe
    The Danish Uniersity of Education.
    Jess, Kristine
    Matematik for lærerstuderende. Ypsilon: Basisbog, bd. 22007Bok (Övrig (populärvetenskap, debatt, mm))
  • 5. Jess, Kristine
    et al.
    Hansen, Hans Christian
    Schou, John
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematikdidaktik (MD).
    Matematik for lærerstuderende: Tal, algebra og funktioner, 1.-6 klasse2013Bok (Övrigt vetenskapligt)
  • 6. Jess, Kristine
    et al.
    Skott, Jeppe
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    Hansen, Hans Christian
    Matematik for lærerstuderende: My,  Elever med særlige behov2012 (uppl. 2)Bok (Övrigt vetenskapligt)
  • 7. Jess, Kristine
    et al.
    Skott, Jeppe
    Växjö universitet.
    Hansen, H.C
    Matematik for lærerstudrende. MY: Elever med særlige behov2009Bok (Övrig (populärvetenskap, debatt, mm))
  • 8.
    Larsen, Dorte
    et al.
    University of Southern, Denmark.
    Østergaard, Camilla H.
    Metropolitan University College, Denmark.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Prospective teachers’ approach to reasoning and proof: affective and cognitive issues2018Ingår i: Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference, Springer, 2018, s. 53-63Kapitel i bok, del av antologi (Refereegranskat)
    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
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Patterns of participation: a framework for understanding the role of the teacher for classroom practice2013Ingår i: Eighth Congress of European Research in Mathematics Education (CERME 8): WG Papers 17, European Society for Research in Mathematics Education, 2013Konferensbidrag (Refereegranskat)
    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.
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Skott, JeppeLinnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference2018Samlingsverk (redaktörskap) (Refereegranskat)
  • 11.
    Papakanderaki, Chara
    et al.
    Athens University, Greece.
    Potari, Despina
    Athens University, Greece.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Conflicting practices in mathematics education: A dynamic interpretation2013Konferensbidrag (Refereegranskat)
  • 12. Potari, D.
    et al.
    Berg, C
    Charalambous, C.
    Figueiras, L.
    Hospesova, A.
    Ribeiro, M.
    Santos, L.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    Zehetmeier, S.
    From a study of teaching practices to issues in teacher education: Introduction to the the papers and posters of WG172013Ingår i: 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, s. 2896-2907Konferensbidrag (Refereegranskat)
  • 13. Sakonidis, Charalampos
    et al.
    Drageset, Ove
    Mosvold, Reidar
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Taylan, Didem
    Introduction to the contributions of TWG19: mathematics teachers and classroom practices2017Ingår i: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education, Dublin, Ireland: European Society for Research in Mathematics Education, 2017, s. 3033-3040Konferensbidrag (Övrigt vetenskapligt)
  • 14.
    Schou, John
    et al.
    University College Lillebält, Danmark.
    Jess, Kristine
    Hansen, Hans Christian
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematikdidaktik (MD).
    Matematik for lärerstuderende: Stokastik, 1.-10. klasse2013Bok (Övrig (populärvetenskap, debatt, mm))
  • 15. Schou, John
    et al.
    Jess, Kristine
    Hansen, Hans Christian
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematikdidaktik (MD).
    Matematik for lærerstuderende: Tal algebra og funktioner, 4.-10. klasse2013Bok (Övrigt vetenskapligt)
  • 16.
    Skott, Jeppe
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen. Matematikdidaktik.
    A cautionary note – is research still caught up in an implementer approach to the teacher?2008Ingår i: The webpage of Symposium on the occassion of the 100th anniversary of ICMI, 2008Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 17.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Balancing proving that and proving why in mathematics teacher education2016Ingår i: Presented at Sydostkonferensen i matematik, 25 augusti, 2016, Växjö, 2016Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 18.
    Skott, Jeppe
    The Danish University of Education.
    Belief research and the actual and virtual communities of a novice teacher's practice2002Ingår i: Proceedings of the 26th conference of the International Group for the Psychology of Mathematics Education, vol. 4 / [ed] A.D. Cockburn & E. Nardi, 2002, s. 209-216-Konferensbidrag (Refereegranskat)
  • 19.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD). Aarhus University, Denmark.
    Beliefs and Brownies: in search for a new identity for "belief" research2015Ingår i: 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, s. 33-45Konferensbidrag (Refereegranskat)
  • 20.
    Skott, Jeppe
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    Beliefs vs. Patterns of participation – towards  coherence in understanding the role the teacher2011Ingår i: Proceedings from the MAVI 17 conference, Bochum, Germany, International Conference on Mathematical Views (MAVI), 2011Konferensbidrag (Refereegranskat)
  • 21.
    Skott, Jeppe
    The Danish University of Education.
    Challenging a purely mathematical perspective on teachers' competence2001Ingår i: Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education, vol. 4 / [ed] M. van den Heuvel-Panhuizen, 2001, s. 193-200-Konferensbidrag (Refereegranskat)
  • 22.
    Skott, Jeppe
    Växjö universitet.
    Contextualising the notion of belief enactment2009Ingår i: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 12, nr 1, s. 27-46Artikel i tidskrift (Refereegranskat)
  • 23.
    Skott, Jeppe
    The Danish University of Education.
    Developing pre-service teacher education in times of constraints. The case of the Eritrean elementary school2005Konferensbidrag (Refereegranskat)
  • 24.
    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-102004Konferensbidrag (Övrigt vetenskapligt)
  • 25.
    Skott, Jeppe
    The Danish University of Education.
    I begyndelsen var refleksionen2007Ingår i: Læreruddannelsens didaktik, bd. 1 / [ed] B. Steffensen & J.C. Jacobsen, Århus, Denmark: Klim , 2007, s. 215-234Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 26.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD).
    'I guess I just followed the crowd at chow time, sir': acquisition and participation as metaphors for learning, teaching, and learning to teach2013Ingår i: NOFA4, 29-31 May, 2013, Trondheim, 2013Konferensbidrag (Refereegranskat)
  • 27.
    Skott, Jeppe
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen. Matematikdidaktik.
    Introduktion til Paul Cobbs matematikdidaktiske arbejde2008Ingår i: MONA Matematikk og naturfagdidaktik, ISSN 1604-8628, E-ISSN 2245-8948, Vol. 4, nr 4, s. 42-58Artikel i tidskrift (Refereegranskat)
    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.

  • 28.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Matematiske ræsonnementer i læreruddannelsen: at balancere proving that og proving why2016Ingår i: Novemberkonferensen 2016, Trondheim, Norway, 2016Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 29.
    Skott, Jeppe
    The Danish University of Education.
    Mathematics teachers and curriculum reform: planned participation and forced autonomy as two sides of the same coin2000Ingår i: Proceedings from the Nordic workshop on mathematics education, Umeå, 1998, Umeå: University of Umeå , 2000, s. 104-114Konferensbidrag (Övrigt vetenskapligt)
  • 30.
    Skott, Jeppe
    The Danish University of Education.
    Mongolian mathematics education 'in this period transition'2002Ingår i: School development in Mongolia, 1992-2000 / [ed] E. Nørgaard, Copenhagen: CICED , 2002, s. 91-107Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 31.
    Skott, Jeppe
    The Danish University of Education.
    Om at forstå de udlevede curricula - didaktik med matematik som eksempel2004Ingår i: Didaktik på kryds og tværs / [ed] K. Schnack, Copenhagen: Danmarks Pædagogiske Universiets Forlag , 2004, s. 77-96Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 32.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Patterns of Participation: a participatory account of learning to teach2017Ingår i: Dealing with conceptualisations of learning: learning between means and aims in theory and practice / [ed] A. Quortrup & M. Wiberg, Sense Publishers, 2017, s. 133-143Kapitel i bok, del av antologi (Refereegranskat)
  • 33.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Re-centring the individual in participatory accounts of professional identity2018Ingår i: Invited Lectures from the 13th International Congress on Mathematical Education / [ed] Gabriele KaiserHelen ForgaszMellony GravenAlain KuzniakElaine SimmtBinyan Xu, Cham: Springer, 2018, s. 601-618Konferensbidrag (Refereegranskat)
    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.

  • 34.
    Skott, Jeppe
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen.
    Researching teachers' beliefs and knowledge: what (not) to expect in terms of impact?2009Ingår i: Nordic reasearch in mathematics education: Proceedings from NORMA 08 in Copenhagen, April 21-April 24, 2008 / [ed] C. Winsløw, Rotterdam: Sense Publishers, 2009, s. 99-108Konferensbidrag (Refereegranskat)
  • 35.
    Skott, Jeppe
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    Revisiting theory-practice relationships: a cautionary note on the expectation of impact2012Konferensbidrag (Refereegranskat)
  • 36.
    Skott, Jeppe
    Linnéuniversitetet, Fakultetsnämnden för naturvetenskap och teknik, Institutionen för datavetenskap, fysik och matematik, DFM.
    Shifting the direction of belief research: from beliefs to patterns of participation2010Ingår i: 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, s. 193-200Konferensbidrag (Refereegranskat)
  • 37.
    Skott, Jeppe
    The Danish University of Education.
    Structuring syllabi for teacher education - the case of ATTI2002Konferensbidrag (Övrigt vetenskapligt)
  • 38.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Teacher identity and participatory accounts of professional learning2016Ingår i: Presented at Seminar on mathematics teacher learning at the University of Athens, 2016Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 39.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    Teacher identity revisited: re-centering the individual in participatory accounts of professional learning2016Ingår i: Presented at the 13th International Congress on Mathematical Education Hamburg, 24-31 July 2016, ICME 13, 2016Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 40.
    Skott, Jeppe
    The Danish University of Education.
    Teoretiske løkker i matematikkens didaktik - om relationen mellem empiri, teori og praksis2006Ingår i: Fag og didaktikk i lærerutdanning. Kunnskap i grenseland / [ed] S. Ongstad, Oslo: Universitetsforlaget , 2006, s. 224-240Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 41.
    Skott, Jeppe
    the Danish University of Education.
    The emergining practices of a novice teacher: the roles of his school mathematics images2001Ingår i: Jounal of Mathematics Teacher Education, ISSN 1386-4416, Vol. 4, nr 1, s. 3-28Artikel i tidskrift (Refereegranskat)
  • 42.
    Skott, Jeppe
    The Danish University of Education.
    The forced autonomy of mathematics teachers2004Ingår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 55, nr 1-3, s. 227-257Artikel i tidskrift (Refereegranskat)
    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.

  • 43.
    Skott, Jeppe
    The Danish University of Education.
    The forced autonomy of mathematics teachers2000Ingår i: 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, s. 169-176-Konferensbidrag (Refereegranskat)
  • 44.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA).
    The Goldilocks principle revisited: understanding and supporting teachers' proficiency with reasoning and proof2018Ingår i: Mathematical Transgressions 2015 / [ed] P. Błaszczyk, B. Pieronkiewicz, & M. Samborska, Krakow, Poland: Universitas , 2018, s. 151-166Kapitel i bok, del av antologi (Refereegranskat)
  • 45.
    Skott, Jeppe
    The Danish University of Education.
    The images and practice of a matheamics teacher. A short description2000Ingår i: Nordic Studies in Mathematics Education, ISSN 1104-2176, Vol. 8, nr 2, s. 64-67Artikel i tidskrift (Refereegranskat)
  • 46.
    Skott, Jeppe
    The Royal Danish School of Educational Studies.
    The images and practice of mathematics teachers2000Doktorsavhandling, monografi (Övrigt vetenskapligt)
  • 47. Skott, Jeppe
    The multiple motives of teacher activity and the roles of his school mathematics images1999Ingår i: 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, s. 209-216Konferensbidrag (Refereegranskat)
  • 48.
    Skott, Jeppe
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematikdidaktik (MD).
    The promises, problems, and prospects of teacher related belief research2015Ingår i: International Handbook of research on teachers' beliefs / [ed] Helenrose Fives & Michelle Gill, Routledge, 2015, s. 13-30Kapitel i bok, del av antologi (Refereegranskat)
  • 49.
    Skott, Jeppe
    The Danish Uniersity of Education.
    The role of the practice of theorising practice2005Ingår i: 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, s. 1598-1608Konferensbidrag (Refereegranskat)
  • 50.
    Skott, Jeppe
    Växjö universitet, Fakulteten för matematik/naturvetenskap/teknik, Matematiska och systemtekniska institutionen. Aarhus University, Denmark.
    Theoretical loops in mathematics education: theory-practice relationships revisited2009Ingår i: Asian Journal of Educational Research and Synergy, Vol. 1, nr 2, s. 74-88Artikel i tidskrift (Refereegranskat)
12 1 - 50 av 78
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf