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Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2013 (English)In: Proceedings of the seventh international mathematics education and society conference, vols 1 and 2, 2013, 193-202 p.Conference paper (Refereed)
Abstract [en]

In this paper we discuss students' values in a teaching context where, pedagogically, the mathematical topics were connected to current societal issues. We follow the mathematics-learning story of a student named Henrik, an example of students' talk that demonstrates how student engagement changes with reference to different levels of learning contexts in and outside the mathematics classroom. Data were collected from a survey, interviews, spontaneous conversations, students' blogs and project logbooks. Changes in identity narratives appeared to be rooted in the relatively stable valuing of meaningfulness, fun, realism and technology. The extent to which the various contexts' valuing was aligned with Henrik's values facilitates our understanding of why and how he chose to engage (or not) with his mathematics learning. That is, sociocultural and personal valuing - and the extent to which these are aligned - promise to regulate and explain the role of contexts in promoting student engagement in, and hence learning of, mathematics in schools.

Place, publisher, year, edition, pages
2013. 193-202 p.
, Mathematics Education and Society, ISSN 2077-9933
National Category
Educational Sciences
URN: urn:nbn:se:su:diva-105514ISI: 000335744500028OAI: diva2:728527
7th International Conference on Mathematics Education and Society, APR 02-07, 2013, Cape Town, SOUTH AFRICA


Available from: 2014-06-24 Created: 2014-06-24 Last updated: 2014-06-24Bibliographically approved

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Andersson, Annica
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