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Power relations in mathematics education: Researching assessment discourses in day-to-day communication in mathematics classrooms
Linköping University, Sweden.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0002-6099-7426
2013 (English)In: Proceedings of the seventh international mathematics international and society conference / [ed] Margot Berger, Karin Brodie, Vera Frith, Kate le Roux, 2013Conference paper (Other academic)
Abstract [en]

In mathematics classrooms as well as in research in mathematics education it is possible to identify various power relations. Here we draw attention to power relations between researcher and teacher during classroom research and also power relations in implicit and explicit assessment acts in communications between teacher and student in the mathematics classroom. We describe a basis for a planned action research project within a critical mathematics education approach. We are drawing on a model by Skovsmose and Borba, and adding a Foucaultian concept of discourse. We include tentative analytical tools as well as methodological considerations.

Place, publisher, year, edition, pages
Keyword [en]
power relations, assessment discourses, mathematics education
National Category
Educational Sciences
Research subject
Mathematics Education
URN: urn:nbn:se:su:diva-96721OAI: diva2:667262
Mathematics Education and Society, 7th International conference, 2- 7 april 2013, Cape Town, South Africa (MES7)
Available from: 2013-11-26 Created: 2013-11-26 Last updated: 2015-10-20Bibliographically approved

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Norén, Eva
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