2013
DOI: 10.1007/s10780-013-9201-3
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Sami Culture and Values: A Study of the National Mathematics Exam for the Compulsory School in Norway

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Cited by 7 publications
(5 citation statements)
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“…Additionally, the purpose of asserting that students must be able to manage their own learning processes deliberately by improving their metacognitive knowledge and skills (MEB, 2018) does not seem likely to be reached through an existing evaluation that is based on standard problems. According to Fyhn (2013), what is evaluated determines what is taught. In a study conducted by Özmen, Taşkın, and Güven (2012), it was found that 7th-grade mathematics teachers mostly used problems with standard and linguistic data in dominance.…”
Section: Discussion Conclusion and Recommendationsmentioning
confidence: 99%
See 1 more Smart Citation
“…Additionally, the purpose of asserting that students must be able to manage their own learning processes deliberately by improving their metacognitive knowledge and skills (MEB, 2018) does not seem likely to be reached through an existing evaluation that is based on standard problems. According to Fyhn (2013), what is evaluated determines what is taught. In a study conducted by Özmen, Taşkın, and Güven (2012), it was found that 7th-grade mathematics teachers mostly used problems with standard and linguistic data in dominance.…”
Section: Discussion Conclusion and Recommendationsmentioning
confidence: 99%
“…Çünkü bir değerlendirme sisteminin tasarımı ve işleyişi öğretmen davranışlarını ve öğrencilerin önemli gördüğü şeyleri etkilemekte (Brown, 2001), aynı zamanda neyin öğretileceğine, neyin değerlendirildiği karar vermektedir. Bununla beraber hem toplumun taleplerini hem de müfredatın vizyonunu yansıtması gereken değerlendirilmeye değer görülen şeyler, müfredatın amaçlarını oluşturmaktadır (Fyhn, 2013). Nitekim sınav sistemlerinde yer verilen problemlerin yapısındaki değişiklikler, merkezi yerleştirmelerin önemli olduğu toplumlarda, sınav sonrasındaki öğretimi doğrudan etkilemektedir.…”
Section: Introductionunclassified
“…For example, in Canada, Nicol, et al (2013) noted that "Aboriginal students tend to be over-represented in special education classes and low-track mathematics courses and under-represented in higher level mathematics courses…and careers that use mathematics" (p. 73). In Norway, Indigenous (Sámi) students score below average on national tests in mathematics in lower secondary school (Fyhn & Nystad, 2013). With the acceptance of the importance of distributing Western mathematics, social justice aims are focused on determining why mathematics achievement of all students is not equal and how to "catch-up" Indigenous students.…”
Section: Fraser's Theory Of Social Justice and Mathematics Education For Indigenous Studentsmentioning
confidence: 99%
“…According to Lehtola (2013) nature has always been the basis for the material as well as for the spiritual aspects of Sami culture and identity. The Sami life is based on balance with nature, and people treated the nature with gentleness (Fyhn 2013). Sami industries, use of natural resources and way of life as a whole are based on traditional knowledge (in Sami árbediehtu) based on the experience of generations through the use of nature and interaction with nature.…”
Section: Contact With Naturementioning
confidence: 99%