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TENSIONS IN THE SWEDISH FRITIDSHEM MATHEMATICS CURRICULUM: A POLICY ENACTMENT PERSPECTIVE
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. (SOCAME)
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. (SOCAME)ORCID iD: 0000-0002-6099-7426
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. (SOCAME)
2019 (English)In: The 10th International Mathematics Education and Society Conference / [ed] Jayasree Subramanian, Hyderabad, 2019, Vol. 10Conference paper, Published paper (Refereed)
Abstract [en]

In 2016 the Swedish fritidshem got its own curriculum where mathematics is formally

introduced. The space where students can experience informal forms of mathematics

in activities derived out of their own interest risks being slowly transformed into a

schoolified form of mathematics, steered by teachers and striving for learning

effectiveness. A policy enactment perspective was used to investigate the material,

interpretive and discursive dimensions of the enactment process. Based on document

analysis, observations and interviews in two cases, tensions between two different and

competing discourses were identified: one driven by student’s interests and one driven

by teacher’s mathematical agenda. The meaning of fritidshem math will configure in

the tensions about what counts as desirable forms of mathematical activity in practice.

Place, publisher, year, edition, pages
Hyderabad, 2019. Vol. 10
National Category
Social Sciences
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-165885OAI: oai:DiVA.org:su-165885DiVA, id: diva2:1286124
Conference
The 10th International Mathematics Education and Society Conference
Available from: 2019-02-06 Created: 2019-02-06 Last updated: 2019-02-06Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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Language
  • de-DE
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Output format
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  • asciidoc
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