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Pedagogic identities in the reform of school mathematics
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2010 (English)In: Proceedings of the Sixth International Mathematics Education and Society Conference / [ed] Uwe Gellert; Eva Jablonka; Candia Morgan, Berlin: Freie Universität Berlin , 2010, Vol. 1, 291-300 p.Conference paper (Refereed)
Abstract [en]

This paper begins with an interpretation of Bernstein's concept of pedagogic identity, which Bernstein himself describes as "no more than a sketch, no more than an embryonic outline, rather than a completed painting ready to be signed and framed" (2000, p.65). In the second part of the paper, after a short description of the Swedish school system, the current reform and the efforts to improve mathematics teaching and students' achievement are analysed. The theoretical framework is based on the concept of pedagogic identity, showing different groups and institutions struggling to turn their bias and focus into state policy and practice. It is a first attempt to explore the diverse and manifold enterprise of the mathematics reform in Sweden in order to understand the positions and oppositions within the official pedagogic arena of reform.

Place, publisher, year, edition, pages
Berlin: Freie Universität Berlin , 2010. Vol. 1, 291-300 p.
Research subject
Mathematics Education
URN: urn:nbn:se:ltu:diva-34900Local ID: 935334d0-5443-11df-a0f4-000ea68e967bOAI: diva2:1008152
International Mathematics Education and Society Conference : 20/03/2010 - 25/03/2010
Godkänd; 2010; 20100430 (ysko)Available from: 2016-09-30 Created: 2016-09-30Bibliographically approved

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