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  • 51.
    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, p. 74-88Article in journal (Refereed)
  • 52.
    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)
  • 53.
    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, p. 3-23Chapter 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.

  • 54.
    Skott, Jeppe
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Understanding images in practice: on the muliple motives of teacher activity1998In: Current state of research on mathematical beliefs VII: Proceedings of the MAVI-7 conference, 1998 / [ed] M. Hannula, Helsinki: University of Helsinki Press , 1998, p. 70-77-Conference paper (Refereed)
  • 55.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Understanding the role of the teacher for emerging classroom practices2013Conference paper (Refereed)
  • 56.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Understanding the role of the teacher in emerging classroom practices: searching for patterns of participation2013In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 45, no 4, p. 547-559Article in journal (Refereed)
    Abstract [en]

    The relationship between acquisitionism and participationism is a challenge in research on and with teachers. This study uses a patterns-of-participation framework (PoP), which aims to develop coherent and dynamic understandings of teaching as well as to meet the conceptual and methodological problems of other approaches. The paper presents PoP theoretically, but also illustrates its empirical use. It presents a novice teacher, Anna, who often engages with mathematics and with aspects of ‘the reform’ in ways that link well with how she builds relationships with her students and positions herself in her team of teachers. However, in other situations her engagement with mathematics is overshadowed by her involvement in other practices. The study suggests that there is some potential in PoP in spite of methodological difficulties.

  • 57.
    Skott, Jeppe
    The Danish University of Education.
    Why belief research raises the right question, but provides the wrong type of answer2005In: Conceptions of mathematics. Proceedings of NORMA-01 / [ed] C. Bergsten & B. Grevholm, Linköping: SMDF , 2005, p. 231-238Conference paper (Refereed)
  • 58.
    Skott, Jeppe
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Hansen, Hans Christian
    Jess, Kristine
    Schou, John
    Matematik för lärare: Υ Grundbok Band 22010Book (Other academic)
  • 59.
    Skott, Jeppe
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Hansen, H.C.
    Jess, Kristine
    Schou, John
    Matematik för lärare: Y  Grundbok Band 12010Book (Other academic)
  • 60.
    Skott, Jeppe
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    Jess, Kristine
    Matematik for lærerstuderende: Delta. Fagdidaktik2008Book (Other (popular science, discussion, etc.))
  • 61.
    Skott, Jeppe
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Jess, Kristine
    Hansen, Hans Christian
    Matematik för lärare: δ Didaktik2010Book (Other academic)
  • 62.
    Skott, Jeppe
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    Jess, Kristine
    Hansen, Hans Christian
    Schou, John
    Matematik for lærerstuderende: Epsilon. 1.-6. klasse2008Book (Other (popular science, discussion, etc.))
  • 63.
    Skott, Jeppe
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Larsen, Dorte Moeskær
    UCC, Copenhagen.
    Östergaard, Camilla Hellsten
    UCC, Copenhagen.
    From beliefs to patterns of participation: shifting the research perspective on teachers2011In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 16, no 1-2, p. 29-55Article in journal (Refereed)
  • 64.
    Skott, Jeppe
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Larsen, Dorte Moeskær
    University of Southern Denmark, Denmark.
    Østergaard, Camilla Hellsten
    Metropolitan University College, Denmark.
    Reasoning and proving in mathematics teacher education2017In: Proceedings of the Third ERME Topic Conference on Mathematics Teaching, Resources and Teacher Professional Development / [ed] S. Zehetmeier, B. Rösken-Winter, D. Potari, & M. Ribeiro, Berlin: European Society for Research in Mathematics Education, 2017, p. 197-206Conference paper (Refereed)
    Abstract [en]

    There is evidence for recommendations to link mathematics teacher education (MTE) closely to school mathematics and to emphasise proving why rather than proving that when teaching reasoning and proof (R&P) in schools. In spite of that we suggest not to take the implication that MTE focuses on proving why to extremes. We outline the background, framework, and results of a pilot to an intervention study that seeks to address the problems of R&P in MTE. The results suggest that teachers face more problems with R&P than expected and have difficulties just selecting situations from school in need of a mathematical justification, let alone developing justifications and supporting their students’ learning of R&P. This supports our suggestion that a dual emphasis on proving that and proving why is needed in MTE

  • 65.
    Skott, Jeppe
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Mosvold, Reidar
    University of Stavanger, Norway.
    Sakonidis, Charalampos
    Democritus University of Thrace, Greece.
    Classroom practice and teachers’ knowledge, beliefs and identity2018In: Developing research in mathematics education: Twenty years of communication, cooperation, and collaboration in Europe / [ed] T. Dreyfus, M. Artigue, D. Potari, S. Prediger, & K. Ruthven, Oxon, UK: Routledge, 2018, p. 162-180Chapter in book (Refereed)
    Abstract [en]

    Developing Research in Mathematics Education is the first book in the series New Perspectives on Research in Mathematics Education, to be produced in association with the prestigious European Society for Research in Mathematics Education. This inaugural volume sets out broad advances in research in mathematics education which have accumulated over the last 20 years through the sustained exchange of ideas and collaboration between researchers in the field. An impressive range of contributors provide specifically European and complementary global perspectives on major areas of research in the field on topics that include:the content domains of arithmetic, geometry, algebra, statistics, and probability;the mathematical processes of proving and modeling;teaching and learning at specific age levels from early years to university;teacher education, teaching and classroom practices;special aspects of teaching and learning mathematics such as creativity, affect, diversity, technology and history;theoretical perspectives and comparative approaches in mathematics education research.This book is a fascinating compendium of state-of-the-art knowledge for all mathematics education researchers, graduate students, teacher educators and curriculum developers worldwide.

  • 66.
    Skott, Jeppe
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Matematikdidaktik.
    Schou, John
    Jess, Kristine
    Hansen, Hans Christian
    Matematik for lærerstuderende: Omega. 4.-10. klasse2008Book (Other (popular science, discussion, etc.))
  • 67.
    Skott, Jeppe
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Skott, Charlotte K.
    University College Capital, Denmark.
    Interpreting teachers' acts and meaning-making socially2016In: Presented at Seminar of the mathematics education section at NTNU, Trondheim, Norway, 2016Conference paper (Other academic)
    Abstract [en]

    There are two sets of backgrounds to the presentation. First, it is generally acknowledged that the frameworks used in research shape the results obtained in fundamental ways. However, it is not always made clear how conceptual or theoretical frameworks are conceptualised, in what ways competing frameworks differ from one another, and what role a particular framework plays in a study. Second, research on and with mathematics teachers has since the beginning of the 1980s had a dual focus on understanding teachers’ acts and meaning-making and solving what is often referred to as the problems of implementation. However, more often than not studies are based on acquisitionist interpretations of human functioning, and the more participatory stance increasingly adopted in other lines of research in mathematics education is rarely considered.

    In the first part of the session Jeppe discusses the notion of a conceptual framework and presents an approach to analysing and comparing frameworks. He presents a framework called Patterns of Participation (PoP) that adopts a participatory perspective on teaching and teacher learning, and he compares it with other lines of research conducted on and with teachers. In line with social practice theory, PoP views classroom practice as a social phenomenon, but seeks to re-centre the individual, rather than a particular practice, in the analysis. One moral of the story is that PoP offers a valuable, complementary perspective on learning to teach; another that the implementation metaphor often used in research on and with teachers does not do justice to the complexity of teaching.

    In the second part of the session Charlotte introduces how she and her colleagues have adapted the Japanese method of Lesson Study (LS) to work with teachers at a school in a Copenhagen suburb. Doing so they interpret teacher learning in PoP terms. Research into how LS contributes to teachers’ professional development often seeks to identify connections between features of the method and teacher learning.  However, many such studies focus on and try to document teacher learning without accounting theoretically for what is meant by the term of teacher learning. Using PoP, Charlotte will give a theoretical account of one mathematics teachers’ learning by analysing changes in his participation during the collaborative LS-processes.

  • 68.
    Skott, Jeppe
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Skott, Charlotte Krog
    UCC, Danmark.
    Jess, Kristine
    Hansen, Hans Christian
    Delta 2.0: Matematik for lærerstuderende2018Book (Other academic)
    Abstract [da]

    DELTA 2.0 er en ny og helt opdateret udgave af Delta, der i ti år har været brugt i matematiklærernes grund-, efter- og videreuddannelse.DELTA 2.0 er del af serien MATEMATIK FOR LÆRERSTUDERENDE.Ud over DELTA 2.0 består serien af fem bøger med fokus på matematisk indhold: to om Tal, algebra og funktioner, to om Geometri og en om Stokastik, hvortil kommer en bog om elever med særlige behov i matematikundervisningen. Bøgerne i serien er et ambitiøst forsøg på at sammentænke de matematikfaglige aspekter af læreruddannelsen med fagdidaktiske og professionsrettede overvejelser.DELTA 2.0 er seriens almene fagdidaktik. Der er også fagdidaktiske overvejelser i de øvrige bøger i serien, men de er knyttet til specifikt matematisk indhold. DELTA 2.0 behandler mere generelle matematikdidaktiske problemstillinger som læringsteoretiske overvejelser i forbindelse med matematik, centrale aspekter af det at undervise i matematik og digitale teknologier som værktøj til at støtte elevers faglige læring af matematik. Det er en gennemgående idé i DELTA 2.0 at formulere matematikdidaktiske fokuspunkter, som i særlig grad er vigtige for lærere at reflektere over.DELTA 2.0 henvender sig ikke blot til lærerstuderende, men kan også anvendes i matematiklærernes efter- og videreuddannelse, fx diplom-, kandidat- eller masteruddannelser. Desuden vil matematiklærere kunne finde inspiration til udvikling af egenundervisning.

  • 69.
    Skott, Jeppe
    et al.
    Aarhus University, Denmark.
    Van Zoest, LauraWestern Michigan University, USA.Gellert, UweFreie Universität Berlin, German.
    Theoretical Frameworks in Research on and with Mathematics Teachers: Volume 45, Issue 4, June 20132013Collection (editor) (Refereed)
  • 70.
    Skott, Jeppe
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics Education. Aarhus University.
    Van Zoest, Laura
    Western Michigan University, USA.
    Gelllert, Uwe
    Freie Universitet Berlin.
    Theoretical frameworks in research on and with mathematics teachers2013In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 45, p. 130p. 501-505Article in journal (Refereed)
  • 71.
    Skott, Jeppe
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Watson, Anne
    University of Oxford.
    Book review: "Key works in radical constructivism" by Ernst von Glasersfeld and edited by Marie Larochelle2010In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 12, no 1, p. 79-91Article, book review (Other academic)
  • 72.
    Skott, Jeppe
    et al.
    The Danish University of Education.
    Wedege, Tine
    Researching potentials for change: the case of the KappAbel competition2007In: Relating practice and research in mathematics education.: Proceedings of the fourth Nordic conference on mathematics education / [ed] C. Bergsten, B. Grevholm, H. Måsøval, & F. Rønning, Trondheim, Norway: Tapir , 2007, p. 455-466Conference paper (Refereed)
  • 73.
    Skott, Jeppe
    et al.
    The Danish Unversity of Education.
    Weng, Peter
    The Danish University of Education.
    Centralised and decentralised decision-making in the Danish primary and lower secondary school: teacher autonomy and the curriculum2004In: Mathematics education the Nordic way / [ed] I.M. Stedøy, Trondheim, Norway: NTNU-trykk , 2004, p. 73-83Chapter in book (Other academic)
  • 74. Stouraitis, Kostas
    et al.
    Potari, Despina
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Contradictions and shifts in teaching with a new curriculum: the role of mathematics2015In: Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education / [ed] K. Krainer ; N. Vondrová, European Society for Research in Mathematics Education, 2015Conference paper (Refereed)
  • 75.
    Stouraitis, Kostas
    et al.
    University of Athens, Greece.
    Potari, Despina
    Linnaeus University, Faculty of Technology, Department of Mathematics. University of Athens, Greece.
    Skott, Jeppe
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Contradictions, dialectical oppositions, and shifts in teaching mathematics2017In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 95, no 2, p. 203-217Article in journal (Refereed)
    Abstract [en]

    The study reported in this paper concerns the tensions and conflicts that teachers experience while they enact a new set of reform-oriented curricular materials into their classrooms. Our focus is οn the interactions developed in two groups of teachers in two schools for a period of a school year. We use Activity Theory to study emerging contradictions and we elaborate on the construct of dialectical opposition to understand the nature of these contradictions and their potential for teacher learning. We provide evidence that discussions about contradictions and their dialectical character in the two groups support teachers to engage differently in mathematics teaching and learning and carry potentials for shifts in the practices that evolve in their classrooms. Our study addresses empirically in the context of mathematics teaching the philosophical claim about the role of contradictions as a driving force for any dynamic system.

  • 76.
    Wedege, Tine
    et al.
    Malmö Högskole.
    Skott, Jeppe
    The Danish University of Education.
    Changing views and practices? a study of the KappAbel mathematics competition2006Book (Other academic)
  • 77.
    Wedege, Tine
    et al.
    Malmö University.
    Skott, Jeppe
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Changing views and practices?: A study of the Kapp-Abel mathematics competition : research report2006Book (Other academic)
  • 78. Wedege, Tine
    et al.
    Skott, Jeppe
    The Danish University of Education .
    Potential change of views in the mathematics classroom?2007In: Proceedings of the 5th congress of the European Society for Research in Mathematics Education / [ed] D. Pitta-Pantazi & G. Philippou, Larnaca, Cyprus: University of Cyprus , 2007, p. 389-398Conference paper (Refereed)
  • 79. Wedege, Tine
    et al.
    Skott, Jeppe
    The Danish university of Education.
    Potential för forandring? Resultat från ett forskningsprojekt om matematiktävlingen KappAbel2007In: Nämnaren, Vol. 34, no 3, p. 53-56Article in journal (Other (popular science, discussion, etc.))
12 51 - 79 of 79
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