Malmö University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
A joke on precision? Revisiting “precision” in the school mathematics discourse
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-9610-3682
Malmö University, Faculty of Culture and Society (KS), Collaborative Future Making (CFM). Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
2020 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 104, p. 369-384Article in journal (Refereed) Published
Abstract [en]

This paper discusses the place of precision in mathematics education by exploring its role in curricular guidelines and in classroom life. By means of a joke on precision delivered by a school student in South Sweden, our study focuses on student participation in mathematical tasks that require precision in processes of measuring and reasoning. The paper uses theories on humour and inferentialism to revisit the normative place of “precision” in mathematics classroom discourse.

Place, publisher, year, edition, pages
Springer Nature, 2020. Vol. 104, p. 369-384
Keywords [en]
Precision, Mathematical discourse, Joke-event, Humour, Inferentialism
National Category
Didactics
Research subject
Mathematics education
Identifiers
URN: urn:nbn:se:mau:diva-18128DOI: 10.1007/s10649-020-09963-2ISI: 000557202100001Scopus ID: 2-s2.0-85088834482OAI: oai:DiVA.org:mau-18128DiVA, id: diva2:1460861
Available from: 2020-08-25 Created: 2020-08-25 Last updated: 2023-08-24Bibliographically approved
In thesis
1. Mathematics classroom talk in a migrating world: synthesizing epistemological dimensions
Open this publication in new window or tab >>Mathematics classroom talk in a migrating world: synthesizing epistemological dimensions
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis is an expedition into and beyond students’ mathematics talk in classrooms framed by migration as a matter of dichotomization betweennamed languages and (in)formal aspects of one fixed mathematics. It is an attempt to make sense of how students grapple with and move about thedivides that those dichotomizations shapes. I ask; How do students in a Grade 5 classroom framed by migration navigate language andepistemological divides when talking about mathematics? and What theoretical conceptualization of epistemological dimensions of languagediversity can be used to frame the students’ navigation of the divides?‘Navigation’ and ‘navigate’ are the metaphors I use for finding one’s way in spaces that do not have established paths to follow. In this thesisepistemological divides articulate difference when individuals and/or cultures take and treat something as mathematical knowledge. They emergewhen people do and talk about mathematics. My focus is not primarily on how students learn mathematics through their navigation, but rather onhow the students inhabit the learn-ing space together—how they relate to each other—as they navigate.To grapple with the research questionsabove, to learn about multiple relational aspects of how students navigate language and epistemological divides when they talk about schoolmathematics, I have used a flexible research design in a multilingual, yet ‘Swedish-only’ Grade 5 (students aged 11) classroom in the south ofSweden. Theoretically I bring together a) linguistic inferentialism as an alternative to the representation paradigm, b) social interaction andecological approaches on knowledge to frame the relationship between language and c) mathematics in students’ talk in a classroom with a complexdiversity of languages and socio-economic backgrounds.Results show that when students in the Grade 5 class navigated language and epistemological divides they demonstrated solidarity andsometimes perform aggressive actions towards each other in their encounters with mathematical knowledge and language diversity. Theseperformances were theoretically conceptualized as meta-understanding of multilingualism (MULD) or lack of MULD. The performances areunderstood as connected to the mathematics based discursive spaces (MBDS) that emerged when the students discoursed.The present thesis contributes to the field by taking an ecology-based relational approach towards language and epistemology in order to providetools for considering students’ responsive translanguaging in multilingual classrooms with no shared languages (except the language of instruction).In addition, this thesis is the first to use inferentialism for ecology-based approaches on social epistemological issues of multilingualism inmathematics education research.

Place, publisher, year, edition, pages
Malmö university, 2019. p. 240
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 89
Keywords
Language diversity, multilingualism, epistemology, mathematics education, inferentialism, meta-understanding of language diversity
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-7559 (URN)10.24834/isbn.9789178770045 (DOI)30355 (Local ID)978-91-7877-004-5 (ISBN)978-91-7877-003-8 (ISBN)30355 (Archive number)30355 (OAI)
Note

Paper V is not included in the fulltext online

Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-03-14Bibliographically approved

Open Access in DiVA

fulltext(594 kB)145 downloads
File information
File name FULLTEXT01.pdfFile size 594 kBChecksum SHA-512
31507423ed3eaaff71fdbb9461f9a7e4faf308f78d258b31437a4a29e78af936743cc972551bc236c8d73009713c40e7007a699fdfc1d2ddc60e59a2d0d48e7a
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Authority records

Ryan, UlrikaChronaki, Anna

Search in DiVA

By author/editor
Ryan, UlrikaChronaki, Anna
By organisation
Department of Natural Science, Mathematics and Society (NMS)Disciplinary literacy and inclusive teachingCollaborative Future Making (CFM)
In the same journal
Educational Studies in Mathematics
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 145 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 143 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf