Litteraturlista för kurs på avancerad nivå

Sociala perspektiv i matematikdidaktisk forskning

Social perspectives in mathematics education

7.5 högskolepoäng

7.5 ECTS credits

Kurskod: UM7022

Gäller från: VT 2011

Fastställd:

Institution: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik

Huvudområde: Matematikämnets didaktik

Fördjupning: A1F - Avancerad nivå, har

 

Required reading

Core reading

Barwell, R. (2002). Bilingual identity and empowerment in school mathematics. Paper presented at Il simposio international bilinguismo, Vigo. http://webs.uvigo.es/ssl/actas2002/03/02.%20Richard%20Barwell.pdf

Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research and Critique (revised ed.). Lanham: Rowman and Littlefield.

Bourdieu, P. (1990). The Logic of Practice. Oxford: Blackwell.

Chouliaraki, L., & Fairclough, N. (1999). Discourse in Late Modernity: Rethinking Critical Discourse Analysis. Edinburgh: Edinburgh University Press.

Edwards, D. (1997). Discourse and Cognition. London: Sage.

Foucault, M. (2002). Vetandets arkeologi [The Archaeology of knowledge]. Lund, Sweden: Arkiv förlag.

Hardy, T. (2000). Tracing Foucault's power in the mathematics classroom. In T. Rowland & C. Morgan (Eds.), Research in Mathematics Education Volume 2: Papers of the British Society for Research into Learning Mathematics (pp. 207-224). London: British Society for Research into Learning Mathematics.

Morgan, C. (2009). Understanding practices in mathematics education: Structure and text. In M. Tzekaki, M. Kaldrimidou & H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 49-64). Thessaloniki, Greece.

Wistedt, I. and Brattström G. (2005). Understanding mathematical induction in a cooperative setting. In Chronaki, A. & Christiansen, I. M.  (Eds.). Challenging perspectives on mathematics classroom communication. (pp. 173-203) Greenwich, CT: Information Age Publishing.

Zevenbergen, R. (2001). Mathematics, social class and linguistic capital: An analysis of mathematics classroom interactions. In B. Atweh, H. Forgasz, & B. Nebres (Eds.). (2001). Sociocultural Research on Mathematics Education: An international perspective. (pp. 201-215). MahWah, NJ: Lawrence Erlbaum Associates.

 

Optional reading

Background Reading

Atweh, B., Forgasz, H., & Nebres, B. (Eds.). (2001). Sociocultural Research on Mathematics Education: An international perspective. MahWah, NJ: Lawrence Erlbaum Associates.

Black, L., Mendick, H. and Solomon, Y. (eds) (2009). Mathematical Relationships in Education: identities and participation. New York: Routledge

Christie, F. (Ed.). (1999). Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes. London: Continuum.

Chronaki, A. & Christiansen, I. M.  (Eds.). (2005). Challenging perspectives on mathematics classroom communication. Greenwich, CT: Information Age Publishing.

Dowling, P. (1998). The Sociology of Mathematics Education: Mathematical Myths/ Pedagogic Texts. London: Falmer.

Ernest, P., Greer, B., & Sriraman, B.  (Eds.). (2009). Critical issues in mathematics education. Charlotte, NC: Information Age Publishing.

Grenfell, M., & James, D. (1998). Bourdieu and Education: Acts of Practical Theory. London: Falmer.

Holland, D., Skinner, D., Lachicotte Jr., W., & Cain, C. (2001). Identity and Agency in Cultural Worlds. London: Harvard University Press.

Mills, S. (1997/2004). Discourse, the new critical idiom. Oxon: Routledge

Nasir, N. S. & Cobb, P. (Eds.). (2006). Improving Access to Mathematics. Teachers College Press

Popkewitz, T., & Brennan, M. (Eds.). (1998). Foucault's Challenge: Discourse, Knowledge, and Power in Education. New York, NY: Teachers College Press.

Valero, P. & Zevenbergen, R. (Eds.). (2004). Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology. Dordrecht, The Netherlands: Kluwer Academic Publishers.