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  • 1. Abtahi, Yasmine
    et al.
    Adler, J.
    Guillemette, D.
    Herheim, R.
    Lerman, S
    Maheux, Jean-François
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Otherness in mathematics education2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter, Umeå, Sweden: PME , 2018, Vol. 1, p. 95-124Conference paper (Refereed)
  • 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. Andrade-Molina, Melissa
    et al.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Aalborg University, Denmark.
    The Effects of School Geometry in the Shaping of a Desired Child: Challenging the Sociopolitical Dimensions of Research2017In: The Disorder of Mathematics Education: Challenging the socio-political dimensions of research / [ed] Hauke Straehler-Pohl, Nina Bohlmann, Alexandre Pais, Springer, 2017, p. 251-270Chapter in book (Refereed)
    Abstract [en]

    In this chapter we explore how school geometry becomes a technology for the government of the self, and how the pedagogical devices of school geometry conduct students’ ways of thinking and acting. We contend that students, in their working with pedagogical devices, engage in a training process in which they learn to regulate their own conduct so that they perceive space through the trained eyes of reason provided by Euclidean, school geometry. Our contribution is an analysis of the power effects of school geometry in terms of the fabrication of children’s subjectivities towards the shaping of the desired child of society.

  • 4. Andrade-Molina, Melissa
    et al.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Ravn, Ole
    The Amalgam of Faith and Reason: Euclid’s Elements and the Scientific Thinker2018In: The Philosophy of Mathematics Education Today / [ed] Paul Ernest, Cham: Springer, 2018, p. 99-111Chapter in book (Refereed)
    Abstract [en]

    Problematizing the truths of mathematics education is one of the roles of the philosophy of mathematics education. That mathematics education is a matter of reason and science—not of faith and religion—and that mathematics is timeless, universal and immutable, objective knowledge that is independent from people’s work and sense-making are two strong taken-for-granted statements that navigate in common understandings of mathematics education. Using a Foucault-Deleuze inspired analytical strategy, we examine the contention that mathematics education for the making of the rational and logical child intertwines with what was ought to be the ‘scientific thinker’ to Christianity. We focus on how Euclidean geometry, taken as a proper method of inquiry amalgamated with the Christian worldview to provide explanations about the natural world. The effect of power is the making of the Modern scientific thinker.

  • 5. Brunila, Kristiina
    et al.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Anxiety and the making of research(ing) subjects in neoliberal academia2018In: Subjectivity, ISSN 1755-6341, E-ISSN 1755-635X, Vol. 11, no 1, p. 74-89Article in journal (Refereed)
    Abstract [en]

    Based on the crafting of seven fictional stories, the making of academic subjects in universities in times of neoliberal ethos is examined. The simultaneous configuration of subjects and objects of research is grasped in the term research(ing) subjects. Neoliberal governing generates the affect of anxiety as a socially manufactured intensity connected to precarity. We claim that the power effects of neoliberal configurations through the affect of anxiety is a particular governing strategy of subjectivation, and that its effects in making both researching and research subjects direct toward an economic logic where the self of academics and their work is shaped as insufficient. Putting the gaze on research(ing) subjects and anxiety is a way to disclosing the public secret of governing through affect and thus reimagining possibilities for resistance and meaningful academic work.

  • 6. Franco Neto, Vanessa
    et al.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    The mathematics textbook for rural population in Brazil. Learning to be a modernized farmer2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education: E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpte, Umeå, Sweden: PME , 2018, Vol. 3, p. 411-418Conference paper (Refereed)
  • 7. Montecino, Alex
    et al.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Aalborg University, Denmark.
    Mathematics Teachers as Products and Agents: To Be and Not to Be. That’s the Point!2017In: The Disorder of Mathematics Education: Challenging the Sociopolitical Dimensions of Research / [ed] Hauke Straehler-Pohl, Nina Bohlmann, Alexandre Pais, Springer, 2017, p. 135-152Chapter in book (Refereed)
    Abstract [en]

    Studying mathematics teachers in the Political invites to understand how teachers’ subjectivities emerge in the entanglement of the individual in discursive-material formations. We focus on the power effects of the expert discourses by international agencies such as OECD and UNESCO in the fabrication of the mathematics teacher’s subjectivity. Deploying a Foucault-inspired discourse analysis on a series of documents produced by these agencies, we argue that nowadays cultural thesis about who the mathematics teacher should be are framed in a double bind of the teacher as a policy product and as a sales agent. Narratives about the mathematics teacher are made possible within a dispositive of control, which makes mathematics education and mathematics teachers the cornerstone for realizing current market-oriented, competitive, and globalized societies.

  • 8. Peñaloza, Gonzalo
    et al.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Universidad de Aalborg, Denmark.
    Nihil obstat. Las ciencias naturales escolares y lafabricación del ciudadano católico en Colombia2016In: Educação Unisinos, ISSN 1519-387X, E-ISSN 2177-6210, Vol. 20, no 1, p. 3-13Article in journal (Refereed)
    Abstract [es]

    Los lenguajes educativos modernos transformaron las normas de razón de la religiónen discursos pedagógicos para la escuela. Por tanto, la formación del ciudadano moderno nofue solo fruto de la inserción de la racionalidad científica en la escuela, sino de una hibridaciónde lo científico y lo religioso en los discursos educativos. A partir de una lectura interpretativa ycrítica de manuales escolares de biología publicados en Colombia desde finales del siglo XIX hastamediados del siglo XX, y con base en una visión de los manuales escolares como tecnologías degobierno, mostramos que el enfoque adaptado en los manuales estuvo signado por la teologíanatural que fue parte de una tecnología discursiva desplegada para hibridar la ciencia y lacosmovisión católica. Concluimos que las ciencias naturales en el currículo trajeron consigo másque ciencia pura, sino que fueron parte del proceso de la fabricación de un ciudadano católico.

  • 9. Planas, Núria
    et al.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Tracing the Socio-Cultural-Political Axis in Understanding Mathematics Education2016In: The Second Handbook of Research on the Psychology of Mathematics Education: The Journey Continues / [ed] Angel Gutiérrez, Gilah C. Leder, Paolo Boero, Rotterdam: Sense Publishers, 2016, p. 447-479Chapter in book (Refereed)
    Abstract [en]

    Research is always carried out from a standpoint, an epistemological stance that shapes the ontological assumptions about what is being researched, even though the researchers might be unaware of or unconcerned about what it is. Despite apparently being evident, this assertion needs to be revisited when reviewing the insertion of socio-cultural approaches to mathematics thinking, learning and education in the last 10 years of research in PME.

  • 10. Silva, Marcio
    et al.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Brazilian high school textbooks. Mathematics and students’ subjectivity2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Umeå, Sweden: PME , 2018, Vol. 4, p. 187-194Conference paper (Refereed)
  • 11.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    El deseo de acceso y equidad en la educación matemática2017In: Revista Colombiana de Educación, ISSN 0120-3916, no 73, p. 99-128Article in journal (Refereed)
    Abstract [es]

    La idea de que el fracaso en las matemáticas es un problema para la democracia y la equidad debe entenderse como parte de una configuración histórica donde el logro de los individuos y la población se conecta con el desarrollo de capital humano y el progreso social y económico. El deseo de una población con más capacidades matemáticas va de la mano de la generación de mecanismos de ordenación y clasificación de la población y la in(ex)clusión con relación al éxito/fracaso en las matemáticas escolares. La investigación internacional en educación matemática ha abordado este problema desde distintas posiciones teóricas. Dos de ellas se identifican: la posición del empoderamiento supone que las matemáticas transfieren sus atributos de poder a quienes las aprenden, o bien por sus características intrínsecas, o por sus aplicaciones, o por su carácter crítico. La posición de la desigualdad supone que las matemáticas como formas de conocimiento en sí o como parte de las prácticas escolares se entrelazan con mecanismos de clasificación social de acuerdo con otras categorías, como la habilidad, el género, el lenguaje, etc. Las tensiones que emergen en el campo de la educación matemática por la co-existencia de esta diversidad de visiones llama a tomar una posición ética y política sobre qué posibilidades hay para la investigación y la práctica.

  • 12.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Mathematics for all, Economic Growth, and the Making of the Citizen-Worker2017In: A Political Sociology of Educational Knowledge: Studies of Exclusions and Difference / [ed] Thomas S. Popkewitz, Jennifer Diaz, Christopher Kirchgasler, London: Routledge, 2017, p. 117-132Chapter in book (Refereed)
    Abstract [en]

    Math is for all has become a common sense true statement in current educational discourses. A historicizing, rhizomatic analysis of the emergence of the statement during the 20 th century evidences how math for all operates the alchemy of school mathematics. As a discursive device the statement inscribes a scientific and technological norm of reason for the fabrication of contemporary notions of citizenship. Such a norm unfolds capitalist ideals for education through math curricula, in their association with technologies for the measurement of individual and national school (math) achievement. While appealing to a narrative of inclusion and salvation for all, the statement operates to exclude all those individuals and nations not geared for participation in a global, competitive economy.

  • 13.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Political perspectives in mathematics education2018In: Encyclopedia of Mathematics Education / [ed] Steve Lerman, Cham: Springer, 2018, p. 1-4Chapter in book (Refereed)
  • 14.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Preface2016In: Educação matemática e sociedade / [ed] Fernanda Wanderer, Gelsa Knijnik, Sao Paulo: Livraria da Física , 2016, 1, p. 9-12Chapter in book (Other academic)
  • 15.
    Valero, Paola
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Arvola Orlander, Auli
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Democracy and Justice in Mathematics and Science Curriculum2018In: Oxford Research Encyclopedia of Education, Oxford University Press, 2018, p. 1-29Chapter in book (Refereed)
    Abstract [en]

    How mathematics and science curricula connect to democracy and justice is understood through the examination of different perspectives of mathematics and science education as political. Although frequently conceived of as neutral, these school subjects have been central in recent modern education for governing the making of rational, science-minded citizens who are necessary for social, political, and economic progress. Three main perspectives are identified in the existing research literature. A perspective of empowerment highlights the power that people can acquire by learning and using mathematics and science. A perspective of disadvantage focuses on how the pedagogies of mathematics and science intersect with categories such as ability, gender, class, ethnicity, and race to generate and reproduce marginalization. A perspective of subjectivation examines the effects of mathematics and science curricula within the context of historical and cultural processes for the making of desired modern, rational, and techno-scientific types of citizens, thus creating categories of inclusion and exclusion. All together, these perspectives point to the ways in which mathematics and science, as privileged forms of knowing in contemporary school curricula, simultaneously operate to include or exclude different types of students.

  • 16.
    Valero, Paola
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Knijnik, Gelsa
    Mathematics Education as a Matter of Policy2016In: Encyclopedia of Educational Philosophy and Theory / [ed] Michael A. Peters, Springer, 2016, p. 1-6Chapter in book (Refereed)
  • 17.
    Valero, Paola
    et al.
    Aalborg Universitet, Danmark.
    Ravn, Ole
    Aalborg Universitet, Danmark.
    Recontextualizaciones y ensamblajes: ABP y matemáticas universitarias2017In: Didacticae, ISSN 2462-2737, no 1, p. 4-25Article in journal (Refereed)
    Abstract [en]

    A common problem in university mathematics education is the gap between formalism and abstraction and how these two are applied in a specific context, for example, in engineering. The competencies gained through learning in a PBL environment, such as the one found at Aalborg University in Denmark, cast light on how to bridge such gap. We analyse, in depth, two first year engineering students’ final project reports where mathematical tools are recontextualized and assembled in tackling complex interdisciplinary problems. The description and analysis of these cases allow us to illustrate the competencies that students gain when working on this type of project. We intend to show how students’ activity in this environment offers possibilities that go beyond the classic divide between formal learning and application.

  • 18. Valoyes-Chávez, Luz
    et al.
    Martin, Danny B.
    Spencer, Joi
    Valero, Paola
    Aalborg University, Denmark.
    White Supremacy, Anti-Black Racism, and Mathematics Education: Local and Global Perspectives2017In: Proceedings of the 13th International Congress on Mathematical Education: ICME-13 / [ed] Gabriele Kaiser, Cham: Springer, 2017, p. 691-692Conference paper (Refereed)
  • 19.
    Wallin, Anna
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Norén, Eva
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Valero, Paola
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Mathematics in the Swedish fritidshem curriculum: A policy enactment perspective2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter, Umeå, Sweden: PME , 2018, Vol. 5, p. 304-Conference paper (Refereed)
1 - 19 of 19
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