The construction of mathematical knowledge and learning in and through individual education plans

This study, which is grounded in Bernstein’s theories of symbolic power and control in the context of pedagogy, explores how pupils’ learning in mathematics is constructed by a Swedish assessment practice called Individual Education Plans (IEPs). A systematic selection of 233 IEPs from five municip...

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Main Author: Lena Sjöberg
Format: Article
Language:Danish
Published: Malmö University Press 2015-03-01
Series:Educare
Subjects:
Online Access:https://ojs.mau.se/index.php/educare/article/view/1142
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author Lena Sjöberg
author_facet Lena Sjöberg
author_sort Lena Sjöberg
collection DOAJ
description This study, which is grounded in Bernstein’s theories of symbolic power and control in the context of pedagogy, explores how pupils’ learning in mathematics is constructed by a Swedish assessment practice called Individual Education Plans (IEPs). A systematic selection of 233 IEPs from five municipalities constitutes the empirical basis for the study. The results show that the content of IEPs primarily stresses the mastery of elementary skills, with an emphasis on automatization and routinization skills. In addition, regulative discourses about how to perform while learning mathematics are emphasized, especially for boys. The study also shows that IEPs, as they appear in the study, do not reflect the aims expressed in the current curriculum; on the contrary, the practice of using IEPs tends to reproduce a traditional discourse on the content of mathematics and how mathematics should be taught.
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spelling doaj.art-93201a1f86274038a485435d1dceb14a2023-11-02T09:17:09ZdanMalmö University PressEducare2004-51902015-03-01110.24834/educare.2015.1.1142The construction of mathematical knowledge and learning in and through individual education plansLena Sjöberg0University West This study, which is grounded in Bernstein’s theories of symbolic power and control in the context of pedagogy, explores how pupils’ learning in mathematics is constructed by a Swedish assessment practice called Individual Education Plans (IEPs). A systematic selection of 233 IEPs from five municipalities constitutes the empirical basis for the study. The results show that the content of IEPs primarily stresses the mastery of elementary skills, with an emphasis on automatization and routinization skills. In addition, regulative discourses about how to perform while learning mathematics are emphasized, especially for boys. The study also shows that IEPs, as they appear in the study, do not reflect the aims expressed in the current curriculum; on the contrary, the practice of using IEPs tends to reproduce a traditional discourse on the content of mathematics and how mathematics should be taught. https://ojs.mau.se/index.php/educare/article/view/1142assessmentIndividual Education Plansforms of knowledgemathematicspedagogic discourses
spellingShingle Lena Sjöberg
The construction of mathematical knowledge and learning in and through individual education plans
Educare
assessment
Individual Education Plans
forms of knowledge
mathematics
pedagogic discourses
title The construction of mathematical knowledge and learning in and through individual education plans
title_full The construction of mathematical knowledge and learning in and through individual education plans
title_fullStr The construction of mathematical knowledge and learning in and through individual education plans
title_full_unstemmed The construction of mathematical knowledge and learning in and through individual education plans
title_short The construction of mathematical knowledge and learning in and through individual education plans
title_sort construction of mathematical knowledge and learning in and through individual education plans
topic assessment
Individual Education Plans
forms of knowledge
mathematics
pedagogic discourses
url https://ojs.mau.se/index.php/educare/article/view/1142
work_keys_str_mv AT lenasjoberg theconstructionofmathematicalknowledgeandlearninginandthroughindividualeducationplans
AT lenasjoberg constructionofmathematicalknowledgeandlearninginandthroughindividualeducationplans