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  • 1.
    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, 199-225 p.Chapter in book (Refereed)
  • 2. 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, 251-270 p.Chapter 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.

  • 3. 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, 135-152 p.Chapter 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.

  • 4. 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, 3-13 p.Article 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.

  • 5. 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, 447-479 p.Chapter 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.

  • 6.
    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, 117-132 p.Chapter 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.

  • 7.
    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, 9-12 p.Chapter in book (Other academic)
  • 8.
    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, 1-6 p.Chapter in book (Refereed)
1 - 8 of 8
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