This article explores how upper secondary students position themselves when mathematics education engages in critical, ethical and societal perspectives on AI and data driven practices based on machine learning and online digital traces. Mathematics lessons were designed and conducted to cover how data on citizens are used in machine learning to build mathematical prediction models. Such models are becoming increasingly capable due to the growing availability of digital data and advances in AI technology, and they play an increasingly prominent role in society. The lessons were designed to elucidate connections between properties in the data and properties in models, and what societal ramifications those models can have. A Foucault-inspired discourse analysis was conducted on classroom video recordings and post-intervention interviews. The analysis focused on mathematics, data, and ethics in relation to data-driven practices in society. Four discourses were construed in the discourse analysis: Choices in AI modeling have a societal impact, Accuracy is the solution to ethical issues, Data practices in society are unchallengeable, and Mathematics and ethics are incommensurable. The first discourse portrays how an amalgamation of data, mathematical, and AI literacies are utilized to enable identification of unfair data driven practices. The other three discourses portray in various ways resistance towards formulating such critique. The discourses reflect students' understanding, shaped in and by social contexts-such as societal discussions on digital technology and mathematics-which in turn may become essential in the future for navigating how to effectively teach AI-informed citizenship in mathematics education.

I denna text beskrivs ett ULF-projekt som fokuserat på att arbeta med att påverka elevers attityder till matematik.

We present an exploration of how to move towards trans-disciplinary teaching and research, including mathematics education, related to the socio-ecological. We draw on three fields, and pinpoint relevant notions, which we then combine in a proposal of theoretical and methodological positionings for our future potential research. The notions that we address are: not avoiding complexities, critical mathematics education, wicked problems, relational mathematics, epistemic aspects such as praxis and logos, and sustainability. 

This chapter discusses globalisation in relation to vocational mathematics and competence. With inspiration from Latour’s conceptualisation of globalisation, the chapter elaborates on different versions of competence with respect to vocational mathematics. Globalisation is exemplified here through a critical analysis of competence as construed by the Organisation for Economic Co-operation and Development (OECD), reflected in international comparisons of mathematics where mathematics is related to workplace and other contexts (namely PIAAC, a form of PISA adapted for adults aged 16-65 years). The chapter also addresses globalisation in relation to different contexts affected by a narrow interpretation of competence. Finally, the chapter proposes certain characteristics of vocational mathematics competence where the complexities of vocational mathematics are taken seriously.

In this report we give account for how TSG-50 was organised, both in terms of structure, and in terms of content of the area of the TSG. The papers presented are summarized and future directions are suggested, including the relevance of a TSG with this theme also for future ICMEs.

The stories about what constitutes the field of mathematics education research arethreaded in a network of institutions, people, and materialities that both produceand sustain them. In such distributed network, controversies concerning thesestories are constantly negotiated. Drawing on Latourian concepts and analyticalstrategies, such stories, network and controversies are explored in an attempt ofunderstanding the political in mathematics education as a ‘matter of concern’.An analysis is deployed of the contemporary controversy on the justification forschool mathematics in the school curriculum as it is played out in research thatengages with the Organisation for Economic Co-operation and Development(OECD)’s Program for International Student Assessment (PISA) as an eventshaping the political reasoning about mathematics education. Using the formatof a play, the results show the positions entangled in the controversy surroundingmathematics education in current societies. Casting light to these controversieshelps trace the multiple entanglements between mathematics education and thecultural politics and economy of our times.

In this paper the practices of mathematics education are connected to the practicesof the education of electricians. The context of the paper is vocational education, part ofSwedish upper secondary school The data derives from recorded discussions between amathematics teacher and a vocational teacher, and notes from both teachers, who each workwithin the vocational program of electricity. Drawing on praxeology by Chevallard, we presentpatterns regarding the presence of mathematics in relation to electrician knowledge thatshows the role of mathematics is different in these patterns and also in relation to how mathematicsis explicitly present during the education of and/or for the qualified electrician.

Dans cet article, les pratiques de l'enseignement des mathématiques sont liées auxpratiques de l'enseignement des électriciens. Le contexte de l'article est l'enseignement pro-fessionnel, qui fait partie de l'école secondaire supérieure suédoise. Les données proviennentde discussions enregistrées entre un professeur de mathématiques et un professeur de for-mation professionnelle, et des notes de deux enseignants, tous deux travaillant dans le cadredu programme professionnel d'électricité. En s'appuyant sur la praxéologie de Chevallard,nous avons présenté des modèles concernant la présence des mathématiques dans les con-naissances de l'électricien, et il est clair que le rôle des mathématiques est différent dans cesmodèles et en relation avec la façon dont les mathématiques sont explicitement présentespendant l'enseignement et /ou pour l'électricien professionnel.

In this study we discuss the complexity faced by a teacher when Critical Mathematics Education (CME) and climate change are being brought into a specific teaching setting that is part of a teacher education program a large university in Sweden. Taking CME and Active Network Theory into account along with the teacher’s dilemmas, we here perform an inquiry that aims to map potential actants and their relationships, as they are core in a teacher’s experience to plan and enact a statistics course that engages the theme of climate change through CME. For this inquiry, the teacher’s log (or course diary notes) is analysed. The analysis locates instances where the teacher connects to different actants such as the climate change phenomenon, the curricula, the course plan, and student teachers. In some instances, these actants suggest ways of doing that contradict each other. In short, the analysis shows that since diverse arguments can be narrated, one might be left with the feeling of missing something in just following one. It is a rather vulnerable situation the teacher is in; risking being hold accountable for not dealing with the mathematical content that has good arguments for it to be dealt with, but, yet, knowing that taking this risk allows mathematics to enter the social.

Formación docente se cumple con el cambio climático y la educación en matemáticas críticas: Pensar en la polémica en una materia de estadística

En este estudio discutimos la complejidad que enfrenta un docente cuando la Educación en Matemática Crítica (CME) y el cambio climático se llevan a un entorno de enseñanza específico que forma parte de un programa de formación docente en una gran universidad de Suecia. Teniendo en cuenta la CME y la teoría de redes activas junto con los dilemas de los docentes, aquí realizamos una investigación que tiene como objetivo mapear actantes potenciales y sus relaciones, ya que son fundamentales en la experiencia de un docente para planificar y ejecutar un curso de estadística que aborde el tema del clima. cambio a través de CME. Para esta indagación, se analiza el registro del profesor (o las notas del diario de curso). El análisis localiza instancias en las que el docente se conecta con diferentes actantes como el fenómeno del cambio climático, los planes de estudio, el plan de estudios y los futuros docentes. En algunos casos, estos actantes sugieren formas de actuar que se contradicen entre sí. En resumen, el análisis muestra que dado que se pueden narrar diversos argumentos, uno podría quedarse con la sensación de perder algo al seguir uno. Es una situación bastante vulnerable en la que se encuentra el docente; arriesgarse a ser responsabilizado por no abordar el contenido matemático que tiene buenos argumentos para ser tratado, pero, aún así, saber que correr ese riesgo permite que las matemáticas ingresen a lo social.

Formação de professores encontra mudanças climáticas e educação matemática crítica: Pensando sobre polêmicas em uma disciplina de estatística

Neste estudo discutimos a complexidade enfrentada por um professor quando a Educação Matemática Crítica (CME) e as alterações climáticas são trazidas para um ambiente de ensino específico que faz parte de um programa de formação de professores numa grande universidade na Suécia. Levando em conta a CME e a Teoria da Rede Ativa, juntamente com os dilemas do professor, realizamos aqui uma investigação que visa mapear potenciais actantes e suas relações, uma vez que eles são fundamentais na experiência de um professor para planejar e implementar um curso de estatística que envolva o tema do clima. mudança através do CME. Para esta investigação é analisado o diário de bordo do professor (ou notas do diário de curso). A análise localiza casos em que o professor se liga a diferentes actantes, tais como o fenómeno das alterações climáticas, os currículos, o plano do curso e os professores-alunos. Em alguns casos, esses actantes sugerem maneiras de fazer que se contradizem. Em suma, a análise mostra que, como diversos argumentos podem ser narrados, pode-se ficar com a sensação de perder alguma coisa apenas seguindo um. É uma situação bastante vulnerável em que o professor se encontra; arriscar ser responsabilizado por não tratar do conteúdo matemático que tem bons argumentos para ser tratado, mas, ainda assim, saber que correr esse risco permite que a matemática entre no social.

This paper problematizes what can happen when different practices meet in the mathematics classroom. In an educational design research project, researchers and teachers together promote students’ participation in mathematical dialogue through the use of digital tools. Tensions on what is put in the foreground – the mathematical dialogue or the digital tool - as well as tensions of how students can be included or excluded in the dialogue, are analysed using the Learning Design Sequence model. Through the analysis of tensions, further areas for improvement can be identified.