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  • 1.
    Andersson, Annica
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Seah, Wee Tiong
    FACILITATING MATHEMATICS LEARNING IN DIFFERENT CONTEXTS: THE VALUES PERSPECTIVE2013In: Proceedings of the seventh international mathematics education and society conference, vols 1 and 2, 2013, p. 193-202Conference 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.

  • 2.
    Andersson, Annica
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Valero, Paola
    Aalborg University, Denmark.
    Negotiating Critical Pedagogical Discourses: Contexts, Mathematics, and Agency2016In: Critical Mathematics Education: Theory, Praxis, Reality / [ed] Paul Ernest, Bharath Sriraman, Nuala Ernest, Charlotte: Information Age Publishing, 2016, p. 199-225Chapter in book (Refereed)
  • 3.
    Andersson, Annica
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Valero, Paola
    Meaney, Tamsin
    "I am [not always] a maths hater": Shifting students' identity narratives in context2015In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 90, no 2, p. 143-161Article in journal (Refereed)
    Abstract [en]

    In this study, individual students' engagement in learning mathematics in different contexts was explored. The students' narrated identities during their first compulsory upper secondary mathematics course provided a way to understand students' shifts in participation and why these shifts occurred in different contexts at particular times. Identity narratives such as that of being a maths hater were linked to the learning opportunities. The connections between identity narratives and contexts suggest that how students are categorised in mathematics education needs to be queried, as these categorisations have an impact on students' learning of mathematics.

  • 4.
    Andersson, Annica
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Österling, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Measuring Immesurable Values2013In: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education / [ed] Anke Lindmeier, Aiso Heinze, International Group for the Psychology of Mathematics Education (PME) , 2013, Vol. 2, p. 17-24Conference paper (Refereed)
    Abstract [en]

    This paper critically explores research on values in mathematics education from a methodological perspective. In the contexts of conducting large-scale international collaborations and comparisons we problematize the interpretation of learning activities as indicators of a certain value. Interviews with students supported our work, and we argue that a learning activity can be interpreted out of different categories of values, depending on the context.

  • 5.
    Norén, Eva
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Andersson, Annica
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Multilingual students’ agency in mathematics classrooms2016In: Teaching and Learning Mathematics in Multilingual Classrooms: Issues for policy, practice and teacher education / [ed] Anjum Halai, Philip Clarkson, Rotterdam: Sense Publishers, 2016, p. 109-124Chapter in book (Refereed)
  • 6.
    Skog, Kicki
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Andersson, Annica
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    EXPLORING IDENTITY POSITIONING AS AN ANALYTICAL TOOL2013In: Proceedings of the seventh international mathematics education and society conference, vols 1 and 2, 2013, p. 441-451Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to explore how a socio-political analysis can contribute to a deeper understanding of critical aspects for prospective primary mathematics teachers' identity construction during teacher training. The question we ask is: How may power relations in university settings affect prospective mathematics teachers' identity positioning? We elaborate on the elusive concepts of identity, positioning and power relations, seen as dynamic and changeable, as these represent three interconnected parts of research analysis in an ongoing larger project. In this paper we clarify the theoretical stance, ground the concepts historically and strive to connect them to research analysis. In this way we show that power relations and subject positioning in social settings are critical aspects and need to be taken into account if we aim at understanding prospective teachers' identities.

  • 7.
    Skog, Kicki
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Andersson, Annica
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Exploring positioning as an analytical tool for understanding becoming mathematics teachers' identities2015In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 27, no 1, p. 65-82Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore how a sociopolitical analysis can contribute to a deeper understanding of critical aspects for becoming primary mathematics teachers' identities during teacher education. The question we ask is the following: How may power relations in university settings affect becoming mathematics teachers' subject positioning? We elaborate on the elusive and interrelated concepts of identity, positioning and power, seen as dynamic and changeable. As these concepts represent three interconnected parts of research analysis in an on-going larger project data from different sources will be used in this illustration. In this paper, we clarify the theoretical stance, ground the concepts historically and strive to connect them to research analysis. In this way, we show that power relations and subject positioning in social settings are critical aspects and need to be taken seriously into account if we aim at understanding becoming teachers' identities.

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