Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Power, positionings and mathematics – discursive practices in mathematics teacher education: Climbing Lion’s Head
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2014 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

This is an ethnographic study from within mathematics teacher education in Sweden. A methodological insider approach enabled to view teacher education from the students’ perspectives, by focusing how discursive power-relations affected what becoming mathematics teachers brought forward as concerning during two years of education. I took a socio-political theoretical perspective and understood discourse, power and positioning as dynamically interrelated concepts, which allowed the analysis to foreground several aspects simultaneously and to illustrate elusive phenomena as they occurred and disappeared.

The results show that the mathematics education and mathematics discourses are open and multifaceted and reveal empowered positionings, whereas the language/culture and institutional discourses both are narrower and more constraining. These constraints, in turn, affect students’ possibilities to enact empowered positionings within the more open discourses. The core of education, that is mathematics and mathematics education, may therefore be obscured by discourses of “truths”.

The study shows a need for further research on how to strengthen students’ possibilities to influence their education, and to ask questions like why education is organised this way, and who benefits from that.

Place, publisher, year, edition, pages
Stockholm: Department of Mathematics and Science Education, Stockholm University , 2014. , 239 p.
Series
Doctoral thesis from the department of mathematics and science education, 8
Keyword [en]
Mathematics teacher education, socio-political, power, positioning, ethnography, discourse
National Category
Educational Sciences
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-103399ISBN: 978-91-7447-929-4 (print)OAI: oai:DiVA.org:su-103399DiVA: diva2:717247
Public defence
2014-06-17, G-salen, Arrheniuslaboratorierna, Svante Arrhenius väg 20 C, Stockholm, 13:00 (English)
Opponent
Supervisors
Available from: 2014-05-22 Created: 2014-05-14 Last updated: 2014-05-20Bibliographically approved

Open Access in DiVA

Power, positionings and mathematics(2580 kB)2997 downloads
File information
File name FULLTEXT01.pdfFile size 2580 kBChecksum SHA-512
3b3af4cf1e673c25c16f70dd7f6776b8a4efe80d1397718c5f6904aa6d3666009e48d475e9e4a94bd7b7d5cceb84e3f519586905ee05cb4a1286ddbb78a20524
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Skog, Kicki
By organisation
Department of Mathematics and Science Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 2997 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 964 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf