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The three faces of problem solving
Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
2015 (English)In: Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9) / [ed] Krainer, K Vondrova, N, Charles University, Faculty of Education , 2015, p. 1571-1576Conference paper, Published paper (Refereed)
Abstract [en]

The point of departure in this paper is my previous research in which I analysed how the idea of problem solving is recontextualised into the mathematics curriculum for upper secondary school in Sweden and how this increases the risk for excluding lower SES students from future power. I discuss how this research could be followed up through a suggestion of how problem solving could be viewed in three different ways: as an ideology, a competence and an activity. Bernstein's pedagogic device and dichotomy of vertical and horizontal discourses are crucial in this suggestion. By seeing problem solving as an activity, and connect this to what Bernstein labels the evaluative field, I thereby tie the whole pedagogic device together by taking an overall view of problem solving as global policy-speak.

Place, publisher, year, edition, pages
Charles University, Faculty of Education , 2015. p. 1571-1576
Keywords [en]
Pedagogic device, evaluative field, vertical and horizontal discourse, social equity, problem solving
National Category
Didactics
Identifiers
URN: urn:nbn:se:mau:diva-40055ISI: 000466853902041OAI: oai:DiVA.org:mau-40055DiVA, id: diva2:1522901
Conference
CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic
Available from: 2021-01-27 Created: 2021-01-27 Last updated: 2022-06-27Bibliographically approved

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Dahl, Jonas

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