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Resistance from within the mathematics classroom: Silences, strategies, and subjectivities
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Linköpings universitet.
2018 (English)In: Inside the mathematics class : Sociological perspectives on participation, inclusion, and enhancement / [ed] U. Gellert, C. Knipping, & H. Straehler-Pohl, Cham: Springer, 2018Chapter in book (Refereed)
Abstract [en]

This chapter takes its departure from classroom interaction between teacher and students in mathematics classrooms. The chapter has a focus on changing patterns of communication. Specifically, the chapter addresses relationships between silences in teacher-student communication and a focus on mathematics, while also taking the broader institutional context of mathematics classrooms into account. While adopting a selection of concepts by Foucault, the chapter addresses how students and teachers in mathematics classrooms are affected by decisions made on different levels of the institution of school, as well as by dominating discourses. Finally, the chapter discusses how a narrow focus on development projects in classrooms, such as on silences, may constitute parts of strategies which work as acts of resistance towards the dominating discourse. These kind of acts may also, when adopted with all students, constitute a resistance against a stratifying role of mathematics education.

Place, publisher, year, edition, pages
Cham: Springer, 2018.
National Category
Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-141748OAI: oai:DiVA.org:su-141748DiVA: diva2:1088759
Available from: 2017-04-14 Created: 2017-04-14 Last updated: 2017-12-18

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