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Democratic Actions in School Mathematics and the Dilemma of Conflicting Values
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.ORCID-id: 0000-0002-6311-7148
2019 (engelsk)Inngår i: Values and Valuing in Mathematics Education: Scanning and Scoping Territory / [ed] Philip Clarkson, Wee Tiong Seah, JeongSuk Pang, Springer, 2019, s. 69-88Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

This chapter reports and problematizes relationships between the expected democratic actions as part of the politically expected democratically inclusion of students’ wishes and concerns; and students’ valuing of mathematical activities in mathematics classrooms, departing from the Swedish results from a large-scale quantitative cross-cultural survey. We asked what are the conflicts between most valued activities by Swedish students and the valuing of democratic actions. The quantitative study showed that students value “knowing the times tables” and “teachers’ explanations” and “correctness” over explorative, communicational and collaborative activities. We discuss the cultural and historical reasons behind these results and argue that we must understand the valuing of times tables or teachers’ explanations as an expression of enculturated and therefore culturally valued actions in mathematics classrooms, where this enculturation takes place not only in school, but in conversations with parents, grandparents, in media and in children’s books. We also argue that the conflict between the political expectations of democratic participation and actions, and the invitation to students to influence teaching on the one hand, and on the other hand students use of this influence through valuing teacher explaining, mastering times tables and understanding why the answer is incorrect, rather conserve a mathematics teaching organised around values as objectism and control than through openness and rationalism.

sted, utgiver, år, opplag, sider
Springer, 2019. s. 69-88
Serie
ICME-13 Monographs, ISSN 2520-8322, E-ISSN 2520-8330
Emneord [en]
Democracy, Enculturation, Mathematical activities, Mathematics education, Students’ valuing
HSV kategori
Forskningsprogram
matematikämnets didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-168719DOI: 10.1007/978-3-030-16892-6_5ISBN: 978-3-030-16891-9 (tryckt)ISBN: 978-3-030-16892-6 (digital)OAI: oai:DiVA.org:su-168719DiVA, id: diva2:1314124
Merknad

We are grateful for critical conversations with Prof. Em. Alan Bishop, Prof. Em. Philip Clarkson and Assoc. Prof. W. T. Seah and with dear colleagues at Stockholm University: Anette de Ron and Elisabeth Hector.

Tilgjengelig fra: 2019-05-07 Laget: 2019-05-07 Sist oppdatert: 2019-05-08bibliografisk kontrollert

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