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Andersson, Christian H.ORCID iD iconorcid.org/0000-0002-8534-6320
Publications (5 of 5) Show all publications
Andersson, C. H. & Register, J. T. (2023). An examination of pre-service mathematics teachers’ ethical reasoning in big data with considerations of access to data. Journal of Mathematical Behavior, 70, 101029-101029, Article ID 101029.
Open this publication in new window or tab >>An examination of pre-service mathematics teachers’ ethical reasoning in big data with considerations of access to data
2023 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 70, p. 101029-101029, article id 101029Article in journal (Refereed) Published
Abstract [en]

Implementations of Big Data analysis are reshaping society. The novel ways mathematics operate in society warrants new efforts for mathematics education, both in teaching the new technology and in providing an ethical and critical awareness of its implications. This interview study investigates pre-service teachers' ethical reasoning in data science contexts, focusing on aspects of access to the data that underpin the technology. Findings show that pre-service teachers offer a wide array of ethical arguments related to access to data, that informs their effort to think critically on oppressive situations. However, there is also an indication that their reasoning can be limited by lacking understanding of the related data science methodology, implying that mathematics teacher education should encompass more of this.

Place, publisher, year, edition, pages
Elsevier, 2023
Keywords
Ethics; Big data analysis; Critical thinking; Social sustainability; Access to data
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-58244 (URN)10.1016/j.jmathb.2022.101029 (DOI)000968805700001 ()2-s2.0-85146866782 (Scopus ID)
Available from: 2023-02-15 Created: 2023-02-15 Last updated: 2024-01-11Bibliographically approved
Register, J. & Andersson, C. H. (2022). Analysing PSTs Ethical Reasoning in a Data Driven World. In: Janina Morska and Alan Rogerson (Ed.), Building on the Past to Prepare for the Future: . Paper presented at 16th International Conference of The Mathematics Education for the Future Project.  (pp. 418-423). Münster
Open this publication in new window or tab >>Analysing PSTs Ethical Reasoning in a Data Driven World
2022 (English)In: Building on the Past to Prepare for the Future / [ed] Janina Morska and Alan Rogerson, Münster, 2022, p. 418-423Conference paper, Published paper (Other academic)
Abstract [en]

The prevalence of Big Data Analytics as a proxy for human decision-makingprocesses in globalized society, has catalyzed a call for the modernization ofthe mathematics curriculum to promote data literacy and ethical reasoning. Tosupport this initiative, ten preservice mathematics teachers (PSTs) in Sweden(SWE) and the United States (US) were interviewed to identify what ethicalconsiderations preservice teachers (PSTs) make in their mathematicalanalyses of data science contexts. Preliminary results indicate that teachersmake a myriad of ethical considerations in their mathematical work that aretied to their critical mathematics consciousness (CMC), conceptions of dataliteracy, and experiences. As a result, it is imperative that educatorssimultaneously design educational curricula to foster students’ CMC and workto transform teacher held definitions of data literacy to reflect changes broughton by globalization.

Place, publisher, year, edition, pages
Münster: , 2022
National Category
Educational Sciences
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56704 (URN)10.37626/GA9783959872188.0.079 (DOI)978-3-95987-218-8 (ISBN)
Conference
16th International Conference of The Mathematics Education for the Future Project. 
Available from: 2022-12-14 Created: 2022-12-14 Last updated: 2023-01-03Bibliographically approved
Andersson, C. H. (2022). Assessment discourse in mathematics curriculum: a hindrance for critical thinking and democracy?. In: Linda Mattsson, Johan Häggström, Martin Carlsen, Cecilia Kilhamn, Hanna Palmér, Miguel Perez, Kerstin Pettersson (Ed.), The relation between mathematicseducation research and teachers’professional development: . Paper presented at The thirteenth research conference of the Swedish Society for Research in Mathematics Education (MADIF13) Växjö, March 29–30, 2022 (pp. 143-143). Göteborg: Nationellt Centrum för Matematikutbildning, Göteborgs universitet
Open this publication in new window or tab >>Assessment discourse in mathematics curriculum: a hindrance for critical thinking and democracy?
2022 (English)In: The relation between mathematicseducation research and teachers’professional development / [ed] Linda Mattsson, Johan Häggström, Martin Carlsen, Cecilia Kilhamn, Hanna Palmér, Miguel Perez, Kerstin Pettersson, Göteborg: Nationellt Centrum för Matematikutbildning, Göteborgs universitet , 2022, p. 143-143-Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Göteborg: Nationellt Centrum för Matematikutbildning, Göteborgs universitet, 2022
Series
Skrifter från Svensk förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 16
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-53794 (URN)978-91-984024-5-2 (ISBN)
Conference
The thirteenth research conference of the Swedish Society for Research in Mathematics Education (MADIF13) Växjö, March 29–30, 2022
Available from: 2022-07-05 Created: 2022-07-05 Last updated: 2022-07-06Bibliographically approved
Andersson, C. H., Boistrup, L. B. & Roos, H. (2022). Mathematics curriculum discourses on democracy: Critical thinking in the age of digital traces. In: Proceeding of the twelfth Congress of the European Society for Research in Mathematics Education: . Paper presented at Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy.
Open this publication in new window or tab >>Mathematics curriculum discourses on democracy: Critical thinking in the age of digital traces
2022 (English)In: Proceeding of the twelfth Congress of the European Society for Research in Mathematics Education, 2022Conference paper, Published paper (Refereed)
Abstract [en]

The use of people’s online digital traces has given rise to concerns for democracy. The digital traces may affect the individual’s life in unexpected and negative ways. Such traces may also be of importance for understanding the spread of disinformation and the like. This paper reports on a Foucault inspired discourse analysis of the Swedish upper secondary mathematics curriculum. Two discourses are construed in the intersection of critical thinking, democracy, and this new technology. Skovsmose’s concept of mathemacy is used to identify what is critical knowledge and what is not. The first construed discourse is, “With knowledge in formal mathematics, critical thinking on democracy will follow.” The second is, “Rather a personal career than a critical citizenship.” Neither of the discourses promotes a need for mathematics education to change due to new technology with regards to critical thinking.

Keywords
Critical mathematics education, digital traces, democracy, discourse, curriculum
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56686 (URN)9791221025378 (ISBN)
Conference
Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy
Available from: 2022-12-14 Created: 2022-12-14 Last updated: 2023-04-06Bibliographically approved
Andersson, C. H. (2021). A critical gaze on new digital technology: Answers from mathematics education?. In: David Kolloche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference. Paper presented at Mathematics Education and Society 11, Online, September 24-29, 2021 (pp. 129-132). Tredition
Open this publication in new window or tab >>A critical gaze on new digital technology: Answers from mathematics education?
2021 (English)In: Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference / [ed] David Kolloche, Tredition , 2021, p. 129-132Conference paper, Published paper (Refereed)
Abstract [en]

An increasing concern have been expressed in both academic and public debate that new digital technology might undermine democratic values and practices. This paper explores how studies in the field of Mathematics Education could present different answers to ramifications of new digital phenomena for both individuals and society. A transdisciplinary approach under a post structural theoretical framework is suggested, and two tentative studies are presented. One study will carry out a critical text analysis of Swedish educational steering documents and one will be a classroom action research study, where discourses will be analysed.

Place, publisher, year, edition, pages
Tredition, 2021
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-47027 (URN)10.5281/zenodo.5387474 (DOI)978-3-347-39882-5 (ISBN)978-3-347-39883-2 (ISBN)
Conference
Mathematics Education and Society 11, Online, September 24-29, 2021
Available from: 2021-11-23 Created: 2021-11-23 Last updated: 2022-08-16Bibliographically approved
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8534-6320

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