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  • 1. Andersson, Annica
    et al.
    Österling, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Democratic Actions in School Mathematics and the Dilemma of Conflicting Values2019In: Values and Valuing in Mathematics Education: Scanning and Scoping Territory / [ed] Philip Clarkson, Wee Tiong Seah, JeongSuk Pang, Springer, 2019, p. 69-88Chapter in book (Refereed)
    Abstract [en]

    This chapter reports and problematizes relationships between the expected democratic actions as part of the politically expected democratically inclusion of students’ wishes and concerns; and students’ valuing of mathematical activities in mathematics classrooms, departing from the Swedish results from a large-scale quantitative cross-cultural survey. We asked what are the conflicts between most valued activities by Swedish students and the valuing of democratic actions. The quantitative study showed that students value “knowing the times tables” and “teachers’ explanations” and “correctness” over explorative, communicational and collaborative activities. We discuss the cultural and historical reasons behind these results and argue that we must understand the valuing of times tables or teachers’ explanations as an expression of enculturated and therefore culturally valued actions in mathematics classrooms, where this enculturation takes place not only in school, but in conversations with parents, grandparents, in media and in children’s books. We also argue that the conflict between the political expectations of democratic participation and actions, and the invitation to students to influence teaching on the one hand, and on the other hand students use of this influence through valuing teacher explaining, mastering times tables and understanding why the answer is incorrect, rather conserve a mathematics teaching organised around values as objectism and control than through openness and rationalism.

  • 2.
    Christiansen, Iben Maj
    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.
    THE DESIRED TEACHER REFLECTED IN RESEARCH ARTICLES ON PRACTICUM2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] Ewa Bergqvist, Magnus Österholm, Carina Granberg, Lovisa Sumpter, Umeå, Sweden: PME , 2018, Vol. 2, p. 259-266Conference paper (Refereed)
    Abstract [en]

    Starting from questions about what is privileged in mathematics teacher education, we conducted a systematic review of research on practicum. One element was to in-terrogate the notion of the desired mathematics (student) teacher reflected in existing research. Selecting peer reviewed, empirically based articles for 2001-2017 resulted in the inclusion of 51 articles. Our findings suggest the desired teacher implied in papers to have content knowledge, MKT/PCK, positive beliefs and attitudes, and the ability to reflect on teaching. Teachers who can exercise reasoned judgement were more frequently valued than teachers who can implement specific practices.

  • 3.
    Skog, Kicki
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Christiansen, Iben Maj
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Österling, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    CONSIDERING THE DESIRED TEACHER OF MATHEMATICS TEACHER EDUCATION2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] Ewa Bergqvist, Magnus Österholm, Carina Granberg, Lovisa Sumpter, Umeå, Sweden: PME , 2018, Vol. 1, p. 211-212Conference paper (Refereed)
    Abstract [en]

    Teacher education generally has both a contextual component of observing and teaching in schools, and decontextualized elements in university courses (cf. Tatto et al., 2012). University courses may be content courses, general pedagogical courses, or mathematics education courses. The assessment criteria of each component or course transmit, both explicitly and implicitly, notions of the desired teacher. Our key concept is the desired teacher. This recognises the teacher as both a subject and as subjected to discourses of power which constitute categories such as ‘teacher’ and ‘good teacher’ (cf. Montecino & Valero, 2015). Notions or images of the desired teacher produce ‘regimes of truth’ which normalise reflection - or not, normalise transformation of content as part of teaching - or not, etc. The notion of what the good teacher is, has varied over time and place. Images of the charismatic teacher with the disposition to teach, have been around for a long time, and still prevail in popular culture (Connell, 2009). Connell also identified a technical-professional model, which prevails in descriptions of teachers’ “technical know-how”. But what are current, competing, contrasting or co-existing images of the desired teacher? This gives rise to this question guiding the work in the group: What are the images of the desired teacher reflected in references to desired knowledge and valued application practices, in institutional materials etc.?

  • 4.
    Österling, Lisa
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    To Survey what Students Value in Mathematics Learning: Translation and adaptation to Swedish language and context of an international survey, focusing on what students find important in mathematics learning.2013Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
  • 5.
    Österling, Lisa
    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.
    Measuring Immesurable Values2013In: Proceedings of the 37th conference of the international group for the psychology of mathematics education (PME), vol 2 / [ed] Lindmeier, A. M. & Heinze, A., PME , 2013, p. 17-24Conference paper (Refereed)
  • 6.
    Österling, Lisa
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Christiansen, Iben Maj
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    PRODUCTIVE WAYS OF ORGANISING PRACTICUM – WHAT DO WE KNOW? A SYSTEMATIC REVIEW2018In: Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education / [ed] Ewa Bergqvist, Magnus Österholm, Carina Granberg, Lovisa Sumpter, Haifa: International Group for the Psychology of Mathematics Education (PME) , 2018, Vol. 3, p. 443-450Conference paper (Refereed)
    Abstract [en]

    The starting point for this review are questions on the empirical base for the organization of practicum.  Selecting peer reviewed, empirically based articles for 2001- 2017, with a focus on mathematics teacher education and the practicum, resulted in the inclusion of 51 articles for review. Exploring the outcomes and student teachers’ experiences of practicum suggested that responsibility for teaching together with support from mentors, university lecturers, university coursework, peers or prompts to use a theoretical framework improves learning outcomes in practicum, and the length of time in a school context does not do so on its own.

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