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  • 1.
    Andersson, Christian H.
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Boistrup, Lisa Björklund
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Roos, Helena
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Mathematics curriculum discourses on democracy: Critical thinking in the age of digital traces2022Ingår i: Proceeding of the twelfth Congress of the European Society for Research in Mathematics Education, 2022Konferensbidrag (Refereegranskat)
    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.

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  • 2.
    Boistrup, Lisa Björklund
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Bedömning i matematik pågår!: Återkoppling för elevers engagemang och lärande2022 (uppl. 2)Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Den här boken har ett brett perspektiv på bedömning som något ständigt närvarande i all undervisning, och nära förknippat med alla olika variationer av återkoppling mellan lärare och elev. Min erfarenhet är att lärares återkoppling kan antingen dra in eleverna i matematikens värld, eller det motsatta. Då jag haft möjlighet att se på bedömning ur ett brett perspektiv har jag kunnat lyfta fram många olika situationer från klassrumsarbetet. I boken får läsaren ta del av några av dem.

  • 3.
    Boistrup, Lisa Björklund
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Sålla agnarna från vetet: Kritiska perspektiv på bedömning i matematik2022Ingår i: Matematikundervisningens sociopolitiska utmaningar / [ed] Valero, Paola ; Björklund Boistrup, Lisa ; Christiansen, Iben Maj ; Norén, Eva, Stockholm University Press, 2022, s. 129-155Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Detta kapitel belyser bedömning inom matematikundervisningen som en helhet. I kapitlet beskrivs hur bedömning på olika sätt gör att vissa elever får rika möjligheter att lära sig och engagera sig i matematik, medan andra inte får samma möjligheter. Genom bedömning på olika ’nivåer’ styr skolsystemet så att elever sållas ut och sociala strukturer upprätthålls. Detta står i kontrast till vad som sägs i officiella dokument. I kapitlet dras nytta av resultat från tidigare klassrumsstudier och forskningsprojekt genomförda av lärare och forskare i samverkan. Den helhetsbild av matematik som presenteras —ett bedömningsdispositiv—, består av olika bedömningsdiskurser som elever får erfara, eller inte. Den innehåller också den påverkan som olika resurser —t.ex. lärobok, diagnostiska prov etc— har på klassrummens bedömningspraktik, samt även regleringar och beslut, vilka även dessa påverkar bedömningspraktiker på klassrumsnivå. Syftet med att presentera en sådan helhetsbild är tvåfaldigt: (a) att bidra till förståelsen av hur bedömning i matematik som en helhet kan se ut i en bild som fångar olika nivåer och aspekter; och (b) att ge en utgångspunkt för vidare forskning och diskussioner mellan lärare, studenter och beslutsfattare.

  • 4.
    Boistrup, Lisa Björklund
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Christiansen, Iben
    Stockholm University.
    Norén, Eva
    Stockholm University.
    Valero, Paola
    Stockholm University.
    Sociopolitiska perspektiv i och på matematikdidaktik2022Ingår i: Matematikundervisningens sociopolitiska utmaningar / [ed] Valero, Paola ; Björklund Boistrup, Lisa ; Christiansen, Iben Maj ; Norén, Eva, Stockholm University Press, 2022, s. 1-14Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Detta inledande kapitel lyfter fram nya trender inom sociopolitisk forskning i matematikdidaktik. Den matematikundervisning som pågår i klassrum är alltid sammanflätad med olika samhälleliga fenomen, så som social kontext, normer och styrdokument, men också kollegor och media. Centrala problemställningar och forskningslitteratur i de sociopolitiska studierna i matematikdidaktik presenteras. Detta fungerar som en bakgrund för tematiseringen av boken och dess kapitel.

     

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  • 5.
    Boistrup, Lisa Björklund
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Hällback, Matilda
    Uppsala universitet.
    Designing and researching vocational mathematics education2022Ingår i: Designs for research, teaching and learning: A framework for future education / [ed] Lisa Björklund Boistrup; Staffan Selander, Routledge, 2022, s. 61-81Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter addresses ways of designing and researching collaborative teaching involving different knowledge areas, using the example of mathematics and vocational education.  The way to do this is through the adoption of an extended version of the Learning Design Sequence, with a focus on practical and theoretical aspects in both mathematics and vocational content. The basis for the chapter is a research project carried out by an academic researcher together with mathematics and vocational teachers, and excerpts from this project will illuminate the description of the presented framework.

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  • 6.
    Boistrup, Lisa Björklund
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Hällback, Matilda
    Uppsala University.
    Mathematics in vocational education: An epistemic framework2021Ingår i: Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference / [ed] David Kollosche, tredition GmbH , 2021, s. 311-320Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this methodological paper, we present a framework, which was developed in an action researchproject where mathematics teachers and vocational teachers collaborated with a researcher.With this epistemic framework we challenge the view where mathematics is taken-for-grantedas the theoretical knowing which is applied to the practical vocational knowing. The purpose ofthe framework is to aid teachers and researchers to capture theoretical and practical aspects ofmathematical and vocational knowing, both when the subject areas are separate, and when theyare intertwined, in collaborative teaching. This way, power relations between different teachingcontents may be reconstructed, which is helpful for collaborative teaching, and for students’learning in both mathematics and vocational teaching content areas.

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  • 7.
    Boistrup, Lisa Björklund
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Lindberg, Viveca
    Challenging theory versus practice: Connections between mathematics and vocational education2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In this paper we discuss connections between two teaching contents in Swedish upper secondary school programs in vocational education; mathematics and vocational content. Simultaneously, we challenge a dichotomous understanding of theory and practice, while paying an interest in connections between the two. We have adopted the framework of praxeology by Chevallard. Through analysis of empirical examples, we illuminate how, for example, theoretical aspects may derive from both mathematics and vocational content, challenging mathematics as mainly theoretical and vocations as only practical.

  • 8.
    Boistrup, Lisa Björklund
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Lindberg, Viveca
    Stockholm University.
    Challenging theory versus practice: Connections between mathematics and vocational education2020Ingår i: Proceedings: Connections and understanding in mathematics education: making sense of a complex world / [ed] Benedetto Di Paola, Pedro Palhares, Palermo, 2020, s. 477-482Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we discuss connections between two teaching contents inSwedish upper secondary school programs in vocational education; mathematics andvocational content. Simultaneously, we challenge a dichotomous understanding oftheory and practice, while paying an interest in connections between the two. We haveadopted the framework of praxeology by Chevallard. Through analysis of empiricalexamples, we illuminate how, for example, theoretical aspects may derive from bothmathematics and vocational content, challenging mathematics as mainly theoreticaland vocations as only practical.

  • 9.
    Boistrup, Lisa Björklund
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Selander, StaffanDepartment of Computer and Systems Sciences, Stockholm University, Sweden.
    Designs for research, teaching and learning: A framework for future education2021Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    This book offers a coherent theoretical and multimodal perspective on research, teaching and learning in different non-formal, semi-formal, and formal learning environments.

    Drawing on examples across a range of different settings, the book provides a conceptual framework for research on learning in different environments. It provides conceptual models around learning design which act as a framework for how to think about contemporary learning, a guideline for how to do research on learning in different sites, and a tool for innovative, collaborative design with other professionals. The book highlights concepts like multimodal knowledge representations; framing and setting; transformation, transduction, and re-design; signs of learning and cultures of recognition in different social contexts.

    The book supports innovative thinking on how we understand learning, and will appeal to academics, scholars and postgraduate students in the fields of education research and theory, learning sciences, and multimodal and social semiotics. It will also be of interest to school leaders, university provosts and professionals working in education.

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  • 10.
    Eriksson, Elisabeth
    et al.
    Linkoping Univ, Dept Behav Sci & Learning, S-58183 Linkoping, Sweden..
    Boistrup, Lisa Björklund
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Thornberg, Robert
    Linkoping Univ, Dept Behav Sci & Learning, S-58183 Linkoping, Sweden..
    "You must learn something during a lesson": how primary students construct meaning from teacher feedback2022Ingår i: Educational studies (Dorchester-on-Thames), ISSN 0305-5698, E-ISSN 1465-3400, Vol. 48, nr 3, s. 323-340Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Teacher feedback can be described as a complex interactional pattern between teacher and student. Formative outcomes of assessment are considered to be enhanced when students understand aims and criteria. In order to better understand the processes of teacher feedback and to improve teaching and classroom assessment, there is a need for research on students' perspectives on feedback. The present study aims to conceptualise how primary-school students construct meaning from teacher feedback. The study was based on focus group interviews with 23 students in grades 2 and 3 (7-9 years old). Constructivist grounded theory was used throughout the study. According to the findings, primary-school students conceptualise teacher feedback as communicating a lot of "musts", centred on learning, involving what the students perceived as things they must learn and what they must do in order to learn. These musts concerned both academic learning and behavioural issues, including tensions between different musts.

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  • 11.
    Johansson, Maria C
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för skolutveckling och ledarskap (SOL).
    Boistrup, Lisa Björklund
    Linköpings universitet, Pedagogik och didaktik.
    It is a matter of blueness or redness: Adults' mathematics containing competences in work2013Ingår i: Eighth Congress of European Research in Mathematics Education (CERME 8), 2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper, a social and critical perspective on mathematics education is operationalized through the concepts of habitus, field, and foreground. As part of an on-going project, we have made a tentative analysis of how reliance on colours in the field of workplaces can be seen as signs of mathematical aspects of a person’s workplace competence. The analysis of this initial qualitative case study, suggests that making this kind of hidden mathematics explicit, contributes to an understanding of what mathematics may "become" in work. Our assumption is that this point of departure, in the long run, can contribute to a deeper understanding of mathematics’ function in workplaces, in society, and in school.

  • 12.
    Ryan, Ulrika
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Boistrup, Lisa Björklund
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Activism and mathematics activities for social justice in migrational contexts2022Ingår i: Education and involvement in precarious times: Abstract book / [ed] Dal, Michael, Reykjavik, Iceland, 2022, s. 105-107Konferensbidrag (Refereegranskat)
    Abstract [en]

    This recently started action research project is a collaboration between mathematicsactivists and researchers. The aim is to generate knowledge about how out-of schoolactivities can promote mathematics foregrounds that empower youth with migrationalbackgrounds with confidence in their mathematics skills, and thereby open gatewaysto social and economic mobility. As we see it, school of today has much to learn fromsuch non-formal contexts. The overarching question is; How may activism generatemathematics activities for social justice in migrational contexts?Youth being deprived of education may result in despair, ruined prospects andagony. Mathematics education plays a crucial role in this because mathematicsfunctions as a gatekeeper for advancement in the educational systems. This is whata group of volunteers in Malmö in the south of Sweden from a mathematicshomework support NGO, Mattecentrum, experienced and responded to when theydecided to move from being homework supporters to become activists who act forchange.

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  • 13.
    Ryan, Ulrika
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Svensson Källberg, Petra
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Boistrup, Lisa Björklund
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    'Language-as-resource’ in multilingual mathematics activities: an epistemological framework2021Ingår i: For the Learning of Mathematics, ISSN 0228-0671, Vol. 41, nr 2, s. 8-13Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this, paper we attend to epistemological potentials of multilingual language use and mathematics in connection to the ‘language-as-resource’ idea and how the idea is actualised in Swedish mathematics education contexts. In this paper we develop and propose a framework for considering different epistemological potentials for multilingual mathematics activities that are embedded in the ‘language-as-resource’ idea.

  • 14.
    Svensson Källberg, Petra
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Ryan, Ulrika
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Boistrup, Lisa Björklund
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Unpacking “Language as resource”– the case of mathematicseducation in Sweden2021Ingår i: Sustainable mathematics education in a digitalized world. Proceedings of MADIF12. / [ed] Liljekvist, Y.; Björklund Boistrup, L.; Häggström, J.; Mattsson, L.; Olande, O.; Palmér, H., 2021, s. 246-246Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we unpack epistemological aspects of language and mathematicspotentials embedded in the ”language as resource” discourse. We use researchliterature, policy, and interviews with a mathematics teacher and a multilingualstudent to illustrate the potentials and how they are realised in the material. Weidentified a ”lever potential” and ”one new whole” potential. To consider thepotentials in a nuanced way, we propose an analytical model which contributeswith theoretical conceptualizations that allows for grasping a relation betweenepistemologies of language and mathematics from the perspective of thelanguage as resource discourse

  • 15.
    Valero, Paola
    et al.
    Stockholm University.
    Boistrup, Lisa BjörklundMalmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).Norén, EvaStockholm University.Christiansen, IbenStockholm University.
    Matematikundervisningens sociopolitiska utmaningar2022Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [sv]

    Matematikundervisning av idag har en påverkan även utanför klassrummets ramar, inte minst genom matematikens relevans inom kultur, ekonomi, politik och i relation till makt. Sociopolitiska perspektiv i matematikdidaktisk forskning ger insikter om hur utbildningen i matematik är social och politisk. Forskning utifrån dessa perspektiv föreslår både kritiska ifrågasättanden och ännu-inte-tänkta möjligheter för innehåll, undervisning, politik och vidare forskning. Denna bok introducerar, för en större svensk publik, de forskningsinriktningar och strategier som sociopolitiska perspektiv har att erbjuda. I boken illustreras detta på flera sätt. Kapitlen beskriver aktuell forskning om matematikutbildningens sociopolitiska utmaningar i flera olika sammanhang, t.ex. klassrum, fritidshem, läroplaner, matematiklärarutbildning och till och med matematikutbildningsforskning. På detta sätt vidgas perspektiven till grupper av människor, institutioner och krafter, vilka utgör ett nätverk för matematikutbildningspraxis. Kapitlen presenterar annorlunda filosofiska och empiriska studier, baserade på teoretiska verktyg från filosofi, samhällsvetenskap och kulturstudier, kritiska studier av utbildning samt sociokulturellt-politiska studier av matematikutbildning. Metodologiska och analytiska strategier som text- och diskursanalys och fallstudier av praktik används. På detta sätt illustreras möjligheter att forska i matematikutbildning utifrån sociopolitiska perspektiv. Kapitlen använder diverse skrivstilar vilka bjuder in läsaren i forskningsvärlden. Därmed får läsaren möta olika sätt att tänka på matematikutbildningens roll i skapandet av det moderna svenska samhället.

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  • 16.
    Åkerfeldt, Anna
    et al.
    Department of mathematics and science education, Stockholm University.
    Boistrup, Lisa Björklund
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Design and research: Ethical considerations2022Ingår i: Designs in research, teaching and learning: A framework for future education / [ed] Lisa Björklund Boistrup; Staffan Selander, London: Routledge, 2022, s. 48-60Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In this chapter, we address ethical considerations for conducting research when adopting a Designs for Learning approach. We build the chapter around the Learning Design Sequence model to address and discuss ethical dilemmas and challenges such as the formal ethical research approval process and professionals’ and researchers’ roles. Further, we identify and discuss issues with regards to gaps between research and practice, such as when findings from educational research studies target the research community rather than the professional community. Some of our considerations are general, applicable to several kinds of research, and some specifically concern research using a collaborative approach, where researchers and professionals (in our case teachers) conduct research together. We describe the potentials when adopting a multimodal approach, where taking into consideration a broad range of communicational resources helps to do justice to the work of professionals in complex contexts. We discuss aspects related to the institutional framing of the teaching, the transformations that take place during teaching, and the roles that the researcher(s) and participants (e.g., teachers and students) may play during the research.

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  • 17.
    Ödmo, Magnus
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Boistrup, Lisa Björklund
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Chronaki, Anna
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    A teacher education statistics course encounters climate change and critical mathematics education: Thinking about controversies2023Ingår i: Proceedings of the 12th international conference of mathematics education and society: Sixth sketch, proofreading version / [ed] Renato Marcone; Patricia Linardi; Raquel Milani; João Pedro A. de Paulo; Amanda Moura Queiroz; Michela Tuchapesk da Silva, 2023, s. 1307-1321Konferensbidrag (Refereegranskat)
    Abstract [en]

    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. The teacher in the course encountered climate change as a timely thematic context to discuss statistics in the social. Driven by core ideas of CME, mathematics has been conceived as a formatting power for articulating issues of climate change (Coles et al. 2013). Mathematics can, potentially, change how climate change is perceived and formatted as solvable, predictable, and so forth. In the case of teaching statistics, the teacher must make certain choices concerning what data to look at since the particular examples of data might suggest certain narratives at the expense of others, but soon, confronts the complexity of opening mathematics to the social. It is with these thoughts in mind that the course teacher set up the course. Latour (2005) discards an abstract definition of the social and in his well-known book “Reassembling the Social” focuses on its material understanding as relationships between actants. The notion of ‘actant’ is grounded in Active Network Theory and signifies both human and non-human participants in a complex network as being capable of producing a particular effect and, thus, having agency (Smelser & Baltes, 2001). The relationship that we as a collective iterate over time, is a way of thinking of how things are done and, thus, a way to map the ‘social’ as a highly controversial terrain. Taking this 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 analyzed. 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. These all become evident as signs of hesitation by the teacher at specific moments of planning or enactment. The actants, moreover, reserve to create different narratives about what mathematics should be utilized and demands reflexive choices by the teacher over which narrative to follow. Such hesitations might also be traced back to how the arguments for choosing one narrative over the other are being constructed. 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.

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  • 18.
    Ödmo, Magnus
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Chronaki, Anna
    Malmö universitet, Fakulteten för kultur och samhälle (KS), Collaborative Future Making (CFM). Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    Boistrup, Lisa Björklund
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för naturvetenskap, matematik och samhälle (NMS).
    A teacher education course on climate change and critical mathematics education2023Ingår i: Mathematics Education and the Socio-EcologicalICMI Symposium 20th March 2023, ICMI , 2023, s. 74-76Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In this study we discuss the possible controversies faced by both a teacher and student-teachers when Critical Mathematics Education (CME) and climate change are being brought into a specific teaching setting, part of a teacher education program at a large university in Sweden. Driven by core ideas of CME, mathematics has been conceived as a formatting power for articulating issues of climate change (Coles et al. 2013). Mathematics can, potentially, change how such socio-ecological problems are perceived and formatted as solvable, predictable and so forth. In the particular case of teaching statistics, the teacher has to make certain choices concerning what data to look at since the particular data might suggest certain description or, solutions at the expense of others. In parallel, the teacher wonders how all these might influence the student-teachers who come into the statistics course with diverse needs and expectations. It is with these thoughts in mind (i.e., dilemmas that can lead to irresolvable problems) that the course teacher (and the first writer of this paper) enters this study (i.e., course plan and its enactment). Latour (2005) discards an abstract definition of the social and in his well-known book “Reassembling the Social” focuses on its material understanding as relationships between actants. The notion of ‘actant’ is grounded in Active Network Theory and signifies both human and non-human participants in a complex network as being capable of producing a particular effect and, thus, having agency (Smelser & Baltes, 2001). The relationship that we as a collective iterate over time, in assemblages, is a way of thinking of how things are done and, thus, a way to map the ‘social’ as a highly controversial terrain. Taking this theory into account along with the teacher’s dilemmas (as described above), 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, both the teacher’s logbook (or course diary notes) and student-teachers’ interviews are analyzed. The analysis so far, 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, decisions to make or choices that contradict each other and hint toward controversial issues. These all become evident in signs of hesitation by the teacher at moments of planning or enactment. They, moreover, reserve to create different narratives about what mathematics should be utilized and demands reflexive choices by the teacher over which narrative to follow. Such hesitations might also be traced back to how the arguments for choosing one narrative over the other are being constructed. 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.

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