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Att bli matematisk: Matematisk subjektivitet och genus i lärarutbildningen för de yngre åldrarna
Stockholm University, Faculty of Social Sciences, Department of Education.
2010 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Becoming Mathematical : Mathematical Subjectivity and Gender in Early Childhood Teacher Education (English)
Abstract [en]

The aim of this thesis is to investigate the processes through which mathematical and gendered subjectivity is constituted, reconstituted and maintained in different situations during Early Childhood Teacher Education (ECE). In three research articles it is investigated how student teachers’ subjectivity constitutions are expressed, formulated and reformulated in different discursive and material practices. With the support of feminist poststructural theories, student teachers’ subjectification processes are investigated in relation to the subject of mathematics, gender, different learning and teaching discourses, materials and environments. During the course of the work a theoretical transit is carried out: from Judith Butler’s theories (1990, 1993 and 1997) to Karen Barad’s (2007, 2008) theoretical territory. The empirical data was collected from three cohorts (2005-2007) of a ten-week long mathematics course included in a one-year ECE course called Investigative Pedagogy – Dialogue Reggio Emilia. Examples of the data include memory stories written by student teachers, pedagogical documentation from different mathematics projects, field notes from action research studies in ECE education, survey results and students’ reports. Methodologically, in relation to the first and second articles the thesis works with feminist discourse analysis, deconstructive and performative methodology and in relation to the third article with diffractive and intra-active methodology. The results show examples of how student teachers constitute mathematical subjectivity through complex networks of social relations, learning discourses, gender, material practices, time, space and place. Taking part in alternative, aesthetic interdisciplinary learning practices changes the understanding of student teachers’ mathematical subjectivity, although not always in predictable or uncomplicated ways. In the shift from a discursive and performative way of understanding mathematical subjectivity to an agentic realistic one, the understanding of mathematical subjectivity is widened to include things, materials and environments. This shift implies a decisive meaning for how pedagogical practices can be viewed and, in the long run, how mathematics didactics can be approached for student teachers and young children alike.

Place, publisher, year, edition, pages
Stockholm: Pedagogiska institutionen, Stockholms universitet , 2010. , 115 p.
Series
Doktorsavhandlingar från Pedagogiska institutionen, Stockholms universitet, ISSN 1104-1625 ; 167
Keyword [en]
subjectivity, gender, mathematics, teacher education, performativity, materialisation, agential realism, intra-activity, aesthetic and interdisciplinary learning processes
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-39233ISBN: ISBN 978-91-7447-084-0 OAI: oai:DiVA.org:su-39233DiVA: diva2:319125
Public defence
2010-06-11, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 10:00 (Swedish)
Opponent
Supervisors
Note
At the time of the doctoral defense, the following papers were unpublished  and had a status as follows: Paper 1: In press. Paper 3: Submitted.Available from: 2010-05-20 Created: 2010-05-13 Last updated: 2010-06-15Bibliographically approved
List of papers
1. ”Let’s dance!”: Theorising Alternative Mathematical Practices in Early Childhood Teacher Education
Open this publication in new window or tab >>”Let’s dance!”: Theorising Alternative Mathematical Practices in Early Childhood Teacher Education
2010 (English)In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 11, no 2, 130-143 p.Article in journal (Refereed) Published
Abstract [en]

In light of the contemporary discussions on the biased relationship between gender and mathematical teaching and learning in the Western world, can we, by means of a reconceptualised early childhood education, influence how young children construct their gendered subjectivities in relation to mathematics? This project has been carried out with the aim of challenging the taken-for-granted mathematical teaching discourse and to produce more creative, in-depth and gender-sensitive mathematical learning situations for teacher students and their subsequent students in Early Childhood Teacher Education practices. To exemplify such work, from a data-collection of 75 student reports, this article investigates and analyses documentation collected from a maths project undertaken by an ECE teacher student. The poststructural and material feminist analysis performed shows that the materialdiscursive intra-actions (Barad 2007) taking place are conceivable to have both expected and unexpected gendered impacts on children’s ongoing subjectivity constructions. It also shows that it is difficult but possible to change taken-for-granted mathematical teaching practice as well as teacher students' understandings of maths teaching.

Place, publisher, year, edition, pages
SYMPOSIUM JOURNALS Ltd, 2010
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-39161 (URN)10.2304/ciec.2010.11.2.130 (DOI)
Projects
MIG-projektet (Matematik, identitet, genus)
Available from: 2010-05-12 Created: 2010-05-11 Last updated: 2017-12-12Bibliographically approved
2. 'I'm not a “maths-person”!': Reconstituting mathematical subjectivities in a esthetic teaching practices
Open this publication in new window or tab >>'I'm not a “maths-person”!': Reconstituting mathematical subjectivities in a esthetic teaching practices
2009 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 21, no 4, 387-404 p.Article in journal (Refereed) Published
Abstract [en]

In this study I have investigated how alternative ways of teaching mathematics influence and affect Early Childhood Education (ECE) students’ attitudes towards maths and how they understand their own subjectivities as more or less mathematical during a 10-week alternative maths course. The investigated course adopts a feminist post-structural approach based on critical pedagogy and deconstructive theory and includes an interdisciplinary approach to investigative mathematics. The data used include the memory/narrative writings and processwritings of 75 female teacher-education students, collected from three different cohorts, in which the students describe their learning processes throughout the maths course. The study shows that, in the main, the students became much more positively inclined to the subject of mathematics after the maths course and agreed that this course had changed their understanding of their own mathematical subjectivity, albeit in different and varying ways.

Place, publisher, year, edition, pages
London: Routledge, 2009
Keyword
aesthetics, deconstruction, gender, mathematics, memories
National Category
Pedagogical Work
Research subject
Education
Identifiers
urn:nbn:se:su:diva-39173 (URN)10.1080/09540250802467950 (DOI)000268185800003 ()
Projects
MIG-projektet (Matematik, identitet, genus)
Available from: 2010-05-12 Created: 2010-05-12 Last updated: 2017-12-12Bibliographically approved
3. Rethinking Mathematical Subjectivity: A Theoretical Transposition
Open this publication in new window or tab >>Rethinking Mathematical Subjectivity: A Theoretical Transposition
(English)Article in journal (Refereed) Submitted
Abstract [en]

The aim of this article is to illustrate how the understanding of mathematical subjectivity changes when transiting theoretically from a discursive and performative thinking of subjectivity, as suggested by Judith Butler (1993, 1997, 1999/1990), to an agential realist thinking, inspired by Karen Barad’s theories (2007, 2008). To show this I have examined narrative memory stories about mathematics written by students participating in Teacher Education maths courses. I provide examples of such stories and present an indepth analysis of one such story. The first part of the analysis has been carried out using performative methodological strategies – in relation to Judith Butler’s theories – while the latter part of analysis has been performed with the aid of diffractive methodological thinking – in relation to Barad’s theoretical perspectives. When summarising the analysis, it becomes evident that power is not only produced through discourse when transiting from a discursive to an agential realist and material-discursive analysis. Rather, power is also produced in what emerges in the intra-activities in-between the material objects used in mathematical learning, the body, emotions and discourse,

Keyword
Early Childhood Teacher Education, mathematics gender
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-39162 (URN)
Projects
MIG-projektet (Matematik, identitet, genus)
Available from: 2010-05-12 Created: 2010-05-11 Last updated: 2010-05-13Bibliographically approved

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Output format
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