Gjennomgang and Genomgång: Same or Different?

Andrews, Paul; Nosrati, Mona

doi:10.1007/978-3-319-70244-5_11

Cited by 5 publications

(3 citation statements)

References 18 publications

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“…Such tasks do neither reflect real life nor the relevance of mathematics but are meant to instill school mathematics conventions of answer formats (numbers and symbols, not narratives), of using one solution method just taught (Lave, 1992;Gerofsky, 1996;Säljö et al, 2009), and of a focus on one correct answer (and not on nuancing the correctness by commenting, for instance, that there can be humans and insects on the ship contributing to the count of legs). Typical cultural features of traditional school mathematics observed in the country of the current study (Norway) entail a monological practice of a teacher in front of a board demonstrating techniques (Andrews and Nosrati, 2018), the drilling of techniques through numerous tasks similar to the ones shown by the teacher (Nergaard, 2017), and an emphasis on pure mathematics (Espeland, 2017). As a result of this school mathematics culture, students are exposed to a confined mathematical world, in which they can neither select topics of interest nor explore what would be relevant to them.…”

Section: Introductionmentioning

confidence: 99%

“Imagine, maths is used anywhere, and we don’t get to know this”—upper secondary students and the relevance of advanced mathematics

Vos,

Wiik,

Hernandez-Martinez

2024

Front. Educ.

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People are more motivated to put effort into learning when they know they will be able to put the learnt content to use. These relevance perceptions play a motivating role in the learning of mathematics, a subject renowned for its abstraction, hard examinations, and usefulness in many fields in society (research, industries, etc.). In this article, we describe a study on upper secondary students in an advanced mathematics course and their perception of the relevance of mathematics in future professions, in particular regarding two concepts in their curriculum (logarithms, trigonometry). We defined relevance as a connection between an object (relevance of what?), a subject (relevant for whom?), an asserter (relevant according to whom?), and a purpose (relevant to what end?). The aim of the study was to know (1) what relevance perceptions students held regarding the advanced abstract mathematical concepts, and (2) how students can develop these considering that students do not yet know exactly what future is ahead of them. We interviewed pairs of students (n = 14, 17–19 years old) in two parts. The first part of the interview revealed that students learned mathematics within a traditional school culture that emphasized practice-and-drill of pure mathematics and that did not in any way inform students about the use of mathematics in research and workplaces. After exposing students to authentic applications of logarithms and trigonometry, the second part of the interview showed the power of imagination when it connected students to future professions for which mathematics was relevant. Instrumental in effectively prompting students’ imagination were visualizations showing applications of the mathematical concepts within workplace contexts. Drawing on Leont’ev’s version of Activity Theory, we theorize students’ assertions of the relevance of mathematics through the dialectics of self and collective (relating one’s own goals and more general motives), the dialectics of use-value and exchange-value (needing mathematics for later life or for examinations), and the dialectics of mathematization and de-mathematization (while mathematics is used in many workplaces, it is hidden in instruments).

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Section: Introductionmentioning

confidence: 99%

“Imagine, maths is used anywhere, and we don’t get to know this”—upper secondary students and the relevance of advanced mathematics

Vos,

Wiik,

Hernandez-Martinez

2024

Front. Educ.

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“…However, despite such autonomy, mathematics lessons in both countries, irrespective of a student's age, are structurally similar and typically comprise two phases. Teachers undertake a whole-class going-through of the lesson's new material, known as gjennomgang in Norway and genomgång in Sweden (Andrews & Nosrati, 2018), before inviting students to complete exercises from their textbooks (Andrews & Larson, 2017;Lepik et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Norwegian and Swedish post-compulsory school students’ perspectives on the purpose of school mathematics: An exploratory study

Nosrati

Andrews

2022

Asian Journal for Mathematics Education

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Many countries’ educational aspirations are reflected in government-produced national curricula that specify, with varying degrees of prescription, what should be taught, when it should be taught, and even how it should be taught. These systemic ambitions are typically located in culturally constructed images of the ideal citizen dependent on, for example, whether cultures privilege the individual or the collective, or whether knowledge, particularly mathematics, is construed as practical or abstract. Despite such differences, little research has examined students’ awareness of the systemic expectations that underpin their experiences of school mathematics. In this paper, drawing on data from 35 group interviews involving 92 students from post-compulsory schools, we present an exploratory study of Norwegian and Swedish students’ perspectives on the purpose of school mathematics. Constant comparison analyses yielded six themes, or purposes, concerning the role of mathematics in support of everyday shopping, future employment, the learning of other subjects, logical thinking and problem-solving, the development of an esthetic appreciation, and the management of personal finances. However, despite extensive emphases in both the Norwegian and the Swedish curricula on the role of mathematical knowledge in the creation of just and equitable societies, no students discussed such societal goals. Some implications are discussed.

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“…In Swedish mathematics education, the lesson commonly starts or ends with a "going-through" (genomgång) Andrews and Nosrati (2018). identified three kinds of going-through: when teachers tell the students what to work on, the presentation of new models, and demonstrating solutions to problems that students find difficult.…”

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confidence: 99%

Students’ voices of inclusion in mathematics education

Roos

2023

Educ Stud Math

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This study foregrounds three students who are regarded by their teachers as being in special educational needs in mathematics (SEM) and these same students voicing what inclusion in mathematics education means to them. In this study, inclusion is defined as processes of participation. Discourse analysis was applied when analysing these students’ voices of inclusion in mathematics education in two inclusive mathematics classrooms, with both classes aiming to include every student in the mathematics education. The three main Discourses which were identified were the Discourse of assessment, the Discourse of being in a mathematics classroom setting, and the Discourse of accessibility in mathematics education. The analysis of the Discourses indicates that they were affected by wider sociopolitical discourses. Furthermore, when inclusion is regarded as processes of participation in mathematics education, the results indicate that participation becomes more complex. Therefore, in this process, both ideological and societal issues, as well as individual and subject-specific issues, must be considered in the educational endeavour.

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Gjennomgang and Genomgång: Same or Different?

Cited by 5 publications

References 18 publications

“Imagine, maths is used anywhere, and we don’t get to know this”—upper secondary students and the relevance of advanced mathematics

“Imagine, maths is used anywhere, and we don’t get to know this”—upper secondary students and the relevance of advanced mathematics

Norwegian and Swedish post-compulsory school students’ perspectives on the purpose of school mathematics: An exploratory study

Students’ voices of inclusion in mathematics education

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