för kurs på avancerad nivå

Diskursanalys i matematik- och naturvetenskapsämnenas didaktik - 7,5 hp

Kurskod: UM8008

Gäller från: vt13

Fastställd: 2013-01-29

Institution: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik

Ämne: matematikämnets didaktik

Obligatorisk kurslitteratur

Börjesson, M. & Palmblad, E. (2007). Diskursanalys i praktiken. Malmö: Liber. (200 s, varav 40 sidor läses fördjupande och övriga översiktligt)

Halliday, M.A (2005). Linguistic Studies of Text and Discourse. London: Continuum. (160 s, varav 80 sidor läses fördjupande)

Fairclough, N. (1995). Critical discourse analysis: the critical study of language and social change. Edinburgh: The Longman Group. (160 s)

Focault, M. (1993). Diskursens ordning. Stockholm; Stehag: B. Östlings bokförlag. (50 s)

Hacking, I. (1999). The social construction of what? (s 1-34). Cambridge, Mass.: Harvard Univ. Press. (34 s)

Potter, J. & Wetherell, M. (1987). Discourse and social psychology: beyond attitudes and behaviour ( kap 1-8). London: Sage. (165 s)

Gee, J.P. (2005). An introduction to discourse analysis: theory and method. New York: Routledge (117 s)

Valbar kurslitteratur

Dessutom väljs, beroende på forskningsinriktning, ytterligare litteratur av nedanstående motsvarande ca 200 sidor.

Fokus på matematikens didaktik:

Andersson, A., & Valero, P. (2013). Negotiating critical pedagogical discourses. Stories of contexts, mathematics and agency. In P. Ernest & B. Sriraman (Eds), Critical Mathematics Education: Theory and Praxis. USA: Information Age Publishing.

Björklund Boistrup, L. (2010). Assessment discourses in mathematics classrooms: A multimodal social semiotic study. Doktorsavhandling. Stockholm: Department of Mathematics and Science Education, Stockholm University.

Herbel-Eiselmann, B., Choppin, J. Wagner, D. & Pimm, D. (Eds). (2012). Equity in discourse for mathematics education. Dordrecht: Springer. Välj ett eller flera kapitel ur Part 2: Attention to discourse highlights equity concerns och/eller kapitel 13.

Palmer, A. (2010). Att bli matematisk: Matematisk subjektivitet och genus i lärarutbildningen för de yngre åldrarna. Doktorsavhandling. Stockholm: Stockholms Universitet.

Ryve, A. (2011). Discourse Research in Mathematics Education: A Critical Evaluation of 108 Journal Articles. Journal for research in mathematics education 42, (2), 167-199

Fokus på naturvetenskapsämnenas didaktik:

Appelbaum, P. & Clark, S. (2001). Science! Fun? A critical analysis of design/content/evaluation, Journal of Curriculum Studies, 33, (5), 583-600.

Archer, L., DeWitt, J., Osborne, J. F., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11 year old schoolchildren's constructions of science through the lens of identity. Science Education, 94(4), 617–639.

Carlone, H.B., Haun-Frank, J. & Kimmel, S.C., (2010). Tempered radicals: elementary teachers’ narratives of teaching science within and against prevailing meanings of schooling. Cultural Studies of Science Education (5) 941–965.

Ideland, M. & Malmberg, C. (2012). Body talk: students’ identity construction while discussing a socioscientific issue. Cultural Studies of Science Education 7, (2) pp 279-305.

McKenzie, M. (2012). Education for Y'all: global neoliberalism and the case for a politics of scale in sustainability education policy, Policy Futures in Education, 10(2), 165-177. http://dx.doi.org/10.2304/pfie.2012.10.2.165

Silfver, E. (2007). Talking and taking positions: An encounter between action research and the gendered and racialised discourses of school science. Doktorsavhandling. Umeå Förlag: Umeå universitet.

Zeidler, D.L. & Sadler, T.D. (2009). Scientific Literacy, PISA, and Socioscientific Discourse: Assessment for Progressive Aims of Science Education. Journal of research in science teaching 46, (8), pp. 909–921.