Session Information
27 SES 07 B, Approaches to Science
Paper Session
Contribution
This paper is related to the praxis-develomental collaborative research project "the Farsta Project" conducted in Sweden 2004-2006. The aim of the project was to explore the meaning of the goals to strive for (≈ subject specific qualities of knowing) stated in the Swedish National mathematics syllabus, in order to design and try out experimental teaching related to these goals, i.e. a capabilityto solve mathematical problems. The goals to strive for in the Swedish curriculum can be used as broad descriptions of subject specific competencies to be devoloped during the nine year compulsury school. These goals indicate an eduactional practice where knowledge is approached as something to be explored and problematized rather than seen as something to be transmitted. Another way of understanding these indications is to consider subject specific knowledge as something that has to be developed through participation in an epistemic practice. The issue in this paper is what contributes to making a teaching practice an epistemic one.
Method
Expected Outcomes
References
Carlgren, I. (2006). A paradigmatic shift in teachers’ work. From teaching courses to teaching for competencies. Paper presented at the WCSC conference May 21–24, 2006 in Tampere, Finland. Chaiklin, S. (2006). Practice-Developing Research: Introduction to a Future Science. Paper presenterat vid seminarieserien Examensarbete och skolutveckling, LHS hösten 2006. Chaiklin, S. (1999) Developmental teaching in upper-secondary school, in: M. Hedegaard & J. Lompscher (Eds) Learning activity and development (Aarhus, Aarhus University Press). Davydov, V. V. (1990) Types of generalization in instruction (Reston, National Council of Teachers of Mathematics). (original work published 1972) Knorr Cetina, K. (2001). Objectual practice. In T. R. Schatzki, K. Knorr Cetina & E. von Savigny (Eds). The Practice Turn in Contemporary Theory. London, Routledge. van Oers, B. (2001). Educational forms of initiation in mathematical culture. Educational Studies in Mathematics, 46, 59-85. Ryle, G. (1963). Knowing how and knowing that. In The concept of mind (pp. 26-60). London: Penguin. (316 s)
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