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: : HT 2019

Fastställd: 20190617

Institution: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik

Obligatorisk litteratur

Björklund Boistrup, L. (2017). Assessment in mathematics education: A gatekeeping dispositive. In H. Stahler-Pol, N. Bohmann, & A. Pais (Eds.), The disorder of mathematics education. Challenging the socio-political dimensions of research (pp. 209-230). New York: Springer. (21s)

Brown, T. (2017). Concepts and commodities in mathematical learning. In E. De Freitas, N. Sinclair, & A. Coles (Eds.), What is a mathematical concept? (pp. 189–202). Cambridge: Cambridge University Press. (13s)

de Freitas, E. & Sinclair, N. (2014). The haptic nature of gesture: Rethinking gesture with new multi-touch digital technologies. Gesture Studies, 14(3), 351-374. (23s)

de Freitas, E., & Sinclair, N. (2017). Concepts as generative devices. In E. De Freitas, N. Sinclair, & A. Coles (Eds.), What is a mathematical concept? (pp. 76–89). Cambridge: Cambridge University Press. (13s)

Jorgensen, R., Gates, P., & Roper, V. (2014). Structural exclusion through school mathematics: using Bourdieu to understand mathematics as a social practice. Educational Studies in Mathematics, 87(2), 221-239. (18s) Finns som elektronisk resurs.

Kanes, C., Morgan, C., & Tsatsaroni, A. (2014). The PISA mathematics regime: knowledge structures and practices of the self. Educational Studies in Mathematics, 87(2), 145-165. doi:10.1007/s10649-014-9542-6. (20s)

Langer-Osuna, J. M., Moschkovich, J., Norén, E., Powell, A. B., & Vazquez, S. (2016). Student agency and counter-narratives in diverse multilingual mathematics classrooms: Challenging deficit perspectives. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati-Phakeng, P. Valero, & M. Villavicencio Ubillús (Eds.), Mathematics education and language diversity: The 21st ICMI Study (pp. 163-173). Cham: Springer International Publishing. (10s)

Leder, G. C. (2019). Gender and mathematics education: An overview. In G. Kaiser & N. Presmeg (Eds.), Compendium for early career researchers in mathematics education (pp. 289-308). Cham: Springer International Publishing. (19s)

Lerman, S. (2006). Cultural psychology, anthropology and sociology: the developing 'strong' social turn. In J. Maasz & W. Schloeglmann (Eds.), New mathematics education research and practice (pp. 171-188). Rotterdam: Sense. (17s)

Morgan, C. (2014). Understanding practices in mathematics education: structure and text. Educational Studies in Mathematics, 87(2), 129-143. (14s) Finns som elektronisk resurs.

Radford, L. (2008). The ethics of being and knowing: Towards a cultural theory of learning. In L. Radford, G. Schubring, & F. Seeger (Eds.), Semiotics in mathematics education: Epistemology, history, classroom, and culture (pp. 215-234). Rotterdam: Sense. (19s)

Radford, L., & Empey, H. (2007). Culture, knowledge and the self: Mathematics and the formation of new social sensibilities in the Renaissance and Medieval Islam. Revista Brasileira de História de Matemática, Especial no. 1, 231-254. (23s)

Straehler-Pohl, H., Fernández, S., Gellert, U., & Figueiras, L. (2014). School mathematics registers in a context of low academic expectations. Educational Studies in Mathematics, 85(2), 175-199. (24s) Finns som elektronisk resurs.

Valero, P., & Orlander, A. A. (2017). Democracy and justice in mathematics and science curriculum. In G. W. Noblit (Ed.), Oxford Research Encyclopedia of Education. New York: Oxford University Press. (20s) Finns som elektronisk resurs.

Valoyez-Chavez, L., & Martin, D. B. (2016). Exploring racism inside and outside the mathematics classroom in two different contexts: Colombia and USA. Intercultural Education, 27(4), 363-379. (16s) Finns som elektronisk resurs.

Walshaw, M. (2016). Lev Vygotsky. In E. de Freitas & M. Walshaw (Eds.), Alternative theoretical frameworks for mathematics education research: Theory meets data (pp. 11-38). Cham: Springer International Publishing. (27s)

Valbar litteratur

Dessutom väljs 100 sidor av nedanstående i samråd med kurslärare.

Barad, K. (2003). Posthumanist performativity: toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture & Society, 28(3), 801–831. (30s)

Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Lanham: Rowman and Littlefield. (229s)

Bourdieu, P. (1990). The logic of practice. Oxford: Blackwell. (333s)

Brown, T. (2016). Rationality and belief in learning mathematics. Educational Studies in Mathematics, 92(1), 75-90. (15s) Finns som elektronisk resurs.

Bullock, E. C. (2018). Intersectional analysis in critical mathematics education research: A response to figure hiding. Review of Research in Education, 42(1), 122-145. (23s) Finns som elektronisk resurs.

de Freitas, E. (2016). Gilles Deleuze. In E. de Freitas & M. Walshaw (Eds.), Alternative theoretical frameworks for mathematics education research: Theory meets data (pp. 93-120). Cham: Springer International Publishing. (27s) Finns som elektronisk resurs.

de Freitas, E. (2016). Karen Barad. In E. de Freitas & M. Walshaw (Eds.), Alternative theoretical frameworks for mathematics education research: Theory meets data (pp. 149-173). Cham: Springer International Publishing. (24s) Finns som elektronisk resurs.

de Freitas, E. (2016). Number sense and calculating children: Multiplicity, measure and Mathematical monsters. Discourse: Studies in the Cultural Politics of Education, 37(5), 650-661. (12s)

de Freitas, E., & Sinclair, N. (2013). New materialist ontologies in mathematics education: the body in/of mathematics. Educational Studies in Mathematics, 83(3), 453-470. (17s) Finns som elektronisk resurs.

de Freitas, E., & Walshaw, M. (2016). Alternative theoretical frameworks for mathematics education research: Theory meets data. Cham: Springer International Publishing. (193s) Finns som elektronisk resurs.

de Freitas, E., Sinclair, N., & Coles, A. (2017). What is a mathematical concept? Cambridge: Cambridge University Press. (316 s)

Gellert, U., Knipping, C., & Straehler-Pohl, H. (Eds.). (2018). Inside the mathematics class: Sociological perspectives on participation, inclusion, and enhancement. Cham: Springer International Publishing. (341s) Finns som elektronisk resurs.

Kennedy, J. (2017). Notes on the syntax and semantics distinction, or three moments in the life of the mathematical drawing. In E. De Freitas, N. Sinclair, & A. Coles (Eds.), What is a mathematical concept? (pp. 55–75). Cambridge: Cambridge University Press. (20s)

Martin, D. B. (2011). What does quality mean in the context of white institutional space? In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp. 437-450). New York: Springer. (13s) Finns som elektronisk resurs.

Morgan, C. (2018). Using social semiotics to explore institutional assumptions about mathematics students and teachers. In N. Presmeg, L. Radford, W.-M. Roth, & G. Kadunz (Eds.), Signs of signification: Semiotics in mathematics education research (pp. 139-154). Cham: Springer International Publishing. (15s) Finns som elektronisk resurs.

Morgan, C., & Canes, K. (2014). Social theory and research in mathematics education. Educational Studies in Mathematics (Special issue), 87(2), 123–248. (126s) Finns som elektronisk resurs.

Norén, E. (2015). Agency and positioning in a multilingual mathematics classroom. Educational Studies in Mathematics, 89, 167-184. (17s) Finns som elektronisk resurs.

Norén, E. (2018). Agency, materiality, and mathematics learning in a Preschool Classroom. In U. Gellert, C. Knipping, & H. Straehler-Pohl (Eds.), Inside the mathematics class: Sociological perspectives on participation, inclusion, and enhancement (pp. 145-164). Cham: Springer International Publishing. (19s) Finns som elektronisk resurs.

Pais, A. (2015). Symbolising the real of mathematics education. Educational Studies in Mathematics, 89(3), 375-391. (16s) Finns som elektronisk resurs.

Prediger, S., Bikner-Ahsbahs, A., & Arzarello, F. (2008). Networking strategies and methods for connecting theoretical approaches: First steps towards a conceptual framework. ZDM – The International Journal on Mathematics Education, 40(2), 165-178. (13s) Finns som elektronisk resurs.

Radford, L. (2018). Semiosis and subjectification: The classroom constitution of mathematical subjects. In N. Presmeg, L. Radford, W.-M. Roth, & G. Kadunz (Eds.), Signs of signification: Semiotics in mathematics education research (pp. 21-35). Cham: Springer International Publishing. (15s) Finns som elektronisk resurs.

Radovic, D., Black, L., Williams, J., & Salas, C. E. (2018). Towards conceptual coherence in the research on mathematics learner identity: a systematic review of the literature. Educational Studies in Mathematics, 99(1), 21-42. (21s) Finns som elektronisk resurs.

Sheldon, J. (2019). Towards a queer curriculum of infinity. In W. Letts & S. Fifield (Eds.), STEM of Desire (pp. 307–318). Leiden, The Netherlands: Brill – Sense. (11s) Finns som elektronisk resurs.

Valero, P. (2017). Mathematics for all, economic growth, and the making of the citizen-worker. In T. S. Popkewitz, J. Diaz, & C. Kirchgasler (Eds.), A political sociology of educational knowledge: Studies of exclusions and difference (pp. 117-132). New York: Routledge. (15s)

Walshaw, M. (2016). Jacques Lacan. In E. de Freitas & M. Walshaw (Eds.), Alternative theoretical frameworks for mathematics education research: Theory meets data (pp. 65-91). Cham: Springer International Publishing. (26s) Finns som elektronisk resurs.

Wiliam, D., Bartholomew, H., & Reay, D. Assessment, learning and identity. (2005) In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 43-62). Dordrecht, The Netherlands: Kluwer Academic Publishers. (19s)

Zevenbergen, R. (2001). Mathematics, social class, and linguistic capital: An analysis of mathematics classroom interactions. In B. Atweh, H. Forgasz, & B. Nebres (Eds.), Sociocultural research on mathematics education. An international perspective (pp. 201-215). Mahwah, NJ: Erlbaum. (14s)