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Positioning of girls and boys in a primary mathematics classroom
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. (Mathematics Education)ORCID iD: 0000-0002-6099-7426
2015 (English)In: Nordic research in mathematics education: Proceedings of NORMA14, Turku, June 3–6, 2014 / [ed] Harry Silfverberg, Tomi Kärki, Markku S. Hannula, Turku, Finland: Finnish Research Association for Subject Didactics , 2015, 361-370 p.Conference paper (Refereed)
Abstract [en]

This paper deals with how various discourses impact on girls and boys positions asactive and engaged mathematics learners in a first grade classroom. Students andteachers may themselves adopt a position exercising a specific discourse, or theymay assign positions to others. The discursive practices in this classroomencouraged the boys’ positions as engaged mathematics learners more than the girlseven though girls’ experiences from out of school were valued as starting points forlearning mathematics

Place, publisher, year, edition, pages
Turku, Finland: Finnish Research Association for Subject Didactics , 2015. 361-370 p.
Series
, Studies in Subject Didactics, ISSN 1799-9596 ; 10
National Category
Educational Sciences
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-126578ISBN: 978-952-5993-17-2OAI: oai:DiVA.org:su-126578DiVA: diva2:901330
Conference
The Seventh Nordic Conference on Mathematics Education, NORMA 14, Turku, Finland, June 3-6, 2014
Available from: 2016-02-07 Created: 2016-02-07 Last updated: 2016-02-08Bibliographically approved

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Norén, Eva
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