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Jablonka, Eva
Publications (10 of 88) Show all publications
Jablonka, E., Wagner, D. & Walshaw, M. (2013). Theories for studying social, political and cultural dimensions of mathematics education. In: M.A. (Ken) Clements; Alan Bishop; Christine Keitel; Jeremy Kilpatrick; Frederick Leung (Ed.), Third International Handbook of Mathematics Education: (pp. 41-67). Springer Science+Business Media B.V.
Open this publication in new window or tab >>Theories for studying social, political and cultural dimensions of mathematics education
2013 (English)In: Third International Handbook of Mathematics Education, Springer Science+Business Media B.V., 2013, p. 41-67Chapter in book (Refereed)
Abstract [en]

In mathematics education research and practice today we notice a change in the multiplicity of approaches that allow us to widen our perspectives on diverse social, political and cultural dimensions of mathematics education. This chapter provides an overview of trends and a critical discussion of the use of theories to approach, discuss and critique research and practices in mathematics education, particularly with attention to social, political and cultural dimensions.

Place, publisher, year, edition, pages
Springer Science+Business Media B.V., 2013
Series
Springer International Handbooks of Education Series ; 27
National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-20958 (URN)10.1007/978-1-4614-4684-2_2 (DOI)2-s2.0-84946165805 (Scopus ID)9a6446ed-411d-4c9b-ab7b-1728ea7139cd (Local ID)978-1-4614-4683-5 (ISBN)978-1-4614-4684-2 (ISBN)9a6446ed-411d-4c9b-ab7b-1728ea7139cd (Archive number)9a6446ed-411d-4c9b-ab7b-1728ea7139cd (OAI)
Note

Godkänd; 2013; 20120214 (evajab)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2022-04-11Bibliographically approved
Jablonka, E. (2012). Aktivitet: Encyclopedia of Mathematics Education.
Open this publication in new window or tab >>Aktivitet: Encyclopedia of Mathematics Education
2012 (English)Other (Other (popular science, discussion, etc.))
Abstract [en]

The Encyclopedia is intended to be a comprehensive reference text, covering every topic in the field with entries ranging from short descriptions to much longer pieces where the topic warrants more elaboration. The entries will provide access to theories and to research in the area and will refer to some of the leading publications for further reading.

National Category
Didactics
Identifiers
urn:nbn:se:ltu:diva-36795 (URN)10.1007/978-94-007-4978-8 (DOI)f2c71bcb-d56e-4740-9c82-bd5364e1e6dd (Local ID)f2c71bcb-d56e-4740-9c82-bd5364e1e6dd (Archive number)f2c71bcb-d56e-4740-9c82-bd5364e1e6dd (OAI)
Note

Startdatum: 01/01/2012; Roll: Redaktör; Typ: Fortlöpande redaktionsarbete / peer review - Redaktör för oavslutad forskningsantologi/samlingsverk

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2023-11-22Bibliographically approved
Jablonka, E. & Andrews, P. (2012). CERME 7 Working Group 11: Comparative studies in mathematics education (ed.). Paper presented at Congress of the European Society for Research in Mathematics Education : 09/02/2011 - 13/02/2011. Research in Mathematics Education, 14(2), 203-204
Open this publication in new window or tab >>CERME 7 Working Group 11: Comparative studies in mathematics education
2012 (English)In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 14, no 2, p. 203-204Article in journal (Refereed) Published
National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-11654 (URN)10.1080/14794802.2012.694291 (DOI)2-s2.0-84863558605 (Scopus ID)aab3c351-28b6-49d7-8bd4-bca9461a5a66 (Local ID)aab3c351-28b6-49d7-8bd4-bca9461a5a66 (Archive number)aab3c351-28b6-49d7-8bd4-bca9461a5a66 (OAI)
Conference
Congress of the European Society for Research in Mathematics Education : 09/02/2011 - 13/02/2011
Note
Validerad; 2012; 20111214 (evajab)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2020-06-11Bibliographically approved
Jablonka, E. & Johansson, M. (2012). Expanding or limiting: a re-analysis of a researcher's interaction with students in a modelling session (ed.). In: (Ed.), Gudny Helga Gunnarsdottir (Ed.), Proceedings of NORMA 11: the sixth Nordic conference on mathematics education in Reykjavik, May 11-14 2011. Paper presented at Nordic Conference on Mathematics Education : 11/05/2011 - 14/05/2011 (pp. 349-358). Reykjavik: University of Iceland Press
Open this publication in new window or tab >>Expanding or limiting: a re-analysis of a researcher's interaction with students in a modelling session
2012 (English)In: Proceedings of NORMA 11: the sixth Nordic conference on mathematics education in Reykjavik, May 11-14 2011 / [ed] Gudny Helga Gunnarsdottir, Reykjavik: University of Iceland Press, 2012, p. 349-358Conference paper, Published paper (Refereed)
Abstract [en]

The focus of this paper is methodological and theoretical. By means of a re-analysis of a transcript from a research publication, we attempt to show how the researcher, in a similar way as we have observed teachers in classrooms, guides the students towards more or less general mathematical investigations in the context of solving a task. We intend to raise methodological issues related to the original as compared to our interpretation of the data. In addition, we want to exemplify the starting point of the development of a language of description that allows accounting for the emergence and distribution of unequal attainment in mathematics at the micro-level of classroom interaction.

Place, publisher, year, edition, pages
Reykjavik: University of Iceland Press, 2012
National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-31863 (URN)62c025e8-ddb5-4a41-a692-1e590b6bdb9c (Local ID)978-9979-54-965-9 (ISBN)62c025e8-ddb5-4a41-a692-1e590b6bdb9c (Archive number)62c025e8-ddb5-4a41-a692-1e590b6bdb9c (OAI)
Conference
Nordic Conference on Mathematics Education : 11/05/2011 - 14/05/2011
Note
Godkänd; 2012; 20120620 (andbra)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2020-06-11Bibliographically approved
Jablonka, E. & Gellert, U. (2012). Potentials, pitfalls and discriminations: Curriculum conceptions revisited. In: Ole Skovsmose; Brian Greer (Ed.), Opening the Cage: Critique and Politics of Mathematics Education (pp. 287-308). Rotterdam: Sense Publishers
Open this publication in new window or tab >>Potentials, pitfalls and discriminations: Curriculum conceptions revisited
2012 (English)In: Opening the Cage: Critique and Politics of Mathematics Education, Rotterdam: Sense Publishers, 2012, p. 287-308Chapter in book (Refereed)
Place, publisher, year, edition, pages
Rotterdam: Sense Publishers, 2012
Series
New directions in mathematics and science education
National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-20988 (URN)10.1007/978-94-6091-808-7_15 (DOI)a0a84176-5478-4c1b-8459-d347f588c93e (Local ID)978-94-6091-807-0 (ISBN)a0a84176-5478-4c1b-8459-d347f588c93e (Archive number)a0a84176-5478-4c1b-8459-d347f588c93e (OAI)
Note

Godkänd; 2012; 20120214 (evajab)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2020-06-11Bibliographically approved
Jablonka, E. & Bergsten, C. (2012). Projekt: Övergången från skolans till högskolans matematik: en integrerad studie av en kulturkrock (Vetenskapsrådet).
Open this publication in new window or tab >>Projekt: Övergången från skolans till högskolans matematik: en integrerad studie av en kulturkrock (Vetenskapsrådet)
2012 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

Projektet syftar till att utveckla en integrerad bild av matematiska, didaktiska och mer generella sociala dimensioner av problematiken och fokuserar på de studerandes medvetenhet om den nya typ av matematik de möter samt relatera deras erfarenheter av övergången gymnasium-högskola till studieresultaten under det första året. Följande frågor behandlas: Vilken typ av matematik kan identifieras i den institutionaliserade inledande högskolematematiken? Vilka likheter och skillnader finns gentemot gymnasiematematiken? Hur upplever de studerande likheter och skillnader mellan att studera matematik på gymnasium och högskola? Hur är deras uppfattningar relaterade till sociala dimensioner av övergångenfrån skola till högskola, till deras tänkta yrkeskarriär och framgång i studierna?

National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-36026 (URN)2e262703-ba1b-41c1-9e55-8d14fd535537 (Local ID)2e262703-ba1b-41c1-9e55-8d14fd535537 (Archive number)2e262703-ba1b-41c1-9e55-8d14fd535537 (OAI)
Note

Status: Pågående; Period: 01/01/2010 → 31/12/2012

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Jablonka, E., Ashjari, H. & Bergsten, C. (2012). Recognising knowledge criteria in undergraduate mathematics education (ed.). In: (Ed.), Christer Bergsten; Eva Jablonka; Manya Raman (Ed.), Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives: Proceedings of MADIF 8. Paper presented at Matematikdidaktiska forskningsseminariet : 24/01/2012 - 25/01/2012 (pp. 101-110). Linköping: Svensk förening för matematikdidaktisk forskning, SMDF
Open this publication in new window or tab >>Recognising knowledge criteria in undergraduate mathematics education
2012 (English)In: Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives: Proceedings of MADIF 8 / [ed] Christer Bergsten; Eva Jablonka; Manya Raman, Linköping: Svensk förening för matematikdidaktisk forskning, SMDF , 2012, p. 101-110Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Linköping: Svensk förening för matematikdidaktisk forskning, SMDF, 2012
Series
Skrifter från Svensk förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 9
National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-28032 (URN)1add08a8-1d23-409d-bb1a-2f9564149dd8 (Local ID)978-91-973934-8-5 (ISBN)1add08a8-1d23-409d-bb1a-2f9564149dd8 (Archive number)1add08a8-1d23-409d-bb1a-2f9564149dd8 (OAI)
Conference
Matematikdidaktiska forskningsseminariet : 24/01/2012 - 25/01/2012
Note
Validerad; 2012; 20121219 (evajab)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2020-06-11Bibliographically approved
Jablonka, E. & Klisinska, A. (2011). A note on the institutionalization of mathematical knowledge or “What was and is the Fundamental Theorem of Calculus, really”?. In: Bharath Sriraman (Ed.), The Montana Mathematics Enthusiast Monographs in Mathematics Education: Crossroads in the History of Mathematics and Mathematics Education (pp. 3-40). Charlotte, NC: Information Age Publishing, incorporated
Open this publication in new window or tab >>A note on the institutionalization of mathematical knowledge or “What was and is the Fundamental Theorem of Calculus, really”?
2011 (English)In: The Montana Mathematics Enthusiast Monographs in Mathematics Education: Crossroads in the History of Mathematics and Mathematics Education, Charlotte, NC: Information Age Publishing, incorporated , 2011, p. 3-40Chapter in book (Refereed)
Place, publisher, year, edition, pages
Charlotte, NC: Information Age Publishing, incorporated, 2011
Series
The Montana Mathematics Enthusiast, ISSN 1551-3440 ; 12
Keywords
mathematics education, history of mathematics, sociology of knowledge
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-21547 (URN)ff3dd659-c82b-44c7-a062-66ba17ef5754 (Local ID)978-1-61735-705-3 (ISBN)978-1-61735-704-6 (ISBN)ff3dd659-c82b-44c7-a062-66ba17ef5754 (Archive number)ff3dd659-c82b-44c7-a062-66ba17ef5754 (OAI)
Note

Validerad; 2011; 20111031 (evajab)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2022-09-02Bibliographically approved
Jablonka, E. & Gellert, U. (2011). Equity concerns about mathematical modelling. In: Bill Atweh; Mellony Graven; Walter Secada; Paola Valero (Ed.), Mapping equity and quality in mathematics education: (pp. 221-234). Dordrecht: Encyclopedia of Global Archaeology/Springer Verlag
Open this publication in new window or tab >>Equity concerns about mathematical modelling
2011 (English)In: Mapping equity and quality in mathematics education, Dordrecht: Encyclopedia of Global Archaeology/Springer Verlag, 2011, p. 221-234Chapter in book (Other academic)
Abstract [en]

The chapter scrutinises the practice and rhetoric of mathematical modelling in primary and secondary mathematics classrooms from a sociological perspective. In classrooms, mathematical modelling tasks involve a variation of knowledge domains that can be analysed by employing the Bernsteinian notion of knowledge recontextualisation. By drawing on structurally different examples of modelling activities in mathematics classrooms, the chapter reconsiders the ways in which the recontextualisation principle connects to issues of access, control and success. The chapter also raises some issues that are related to the social emptiness of a curriculum with a focus on developing generic competencies through mathematical modelling. It is argued that descriptions of mathematical modelling without reference to the social community in which the modelling takes place, leave a vacant space that can be filled with different ideologies. This contributes to the mythologising of the educational effects of mathematical modelling.

Place, publisher, year, edition, pages
Dordrecht: Encyclopedia of Global Archaeology/Springer Verlag, 2011
Keywords
Mathematical modelling, Generic competences, Recontextualisation, Myths, Classification and framing, Unequal access, Work-force, Classroom practice, Curriculum
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-21053 (URN)10.1007/978-90-481-9803-0_16 (DOI)2-s2.0-84872488574 (Scopus ID)abc9a8d0-03c7-11e0-b767-000ea68e967b (Local ID)978-90-481-9802-3 (ISBN)abc9a8d0-03c7-11e0-b767-000ea68e967b (Archive number)abc9a8d0-03c7-11e0-b767-000ea68e967b (OAI)
Note

Godkänd; 2011; 20101209 (evajab)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2022-04-13Bibliographically approved
Jablonka, E. (2011). Hur blir man bäst eller sämst i klassen?: Uppkomst av skillnader i prestationsförmåga i matematik – en empirisk studie i klassrumspraktik (ed.). In: (Ed.), (Ed.), Resultatdialog 2011: (pp. 63-68). Strockholm: Vetenskapsrådet
Open this publication in new window or tab >>Hur blir man bäst eller sämst i klassen?: Uppkomst av skillnader i prestationsförmåga i matematik – en empirisk studie i klassrumspraktik
2011 (Swedish)In: Resultatdialog 2011, Strockholm: Vetenskapsrådet , 2011, p. 63-68Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Strockholm: Vetenskapsrådet, 2011
Series
Vetenskapsrådets rapportserie, ISSN 1651-7350 ; 1,6881944444
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-20509 (URN)58caa11b-0ae0-47e4-acc7-bec5b2b90280 (Local ID)978-91-7307-199-4 (ISBN)58caa11b-0ae0-47e4-acc7-bec5b2b90280 (Archive number)58caa11b-0ae0-47e4-acc7-bec5b2b90280 (OAI)
Note
Godkänd; 2011; 20120215 (evajab)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2023-09-06Bibliographically approved
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