id: 06675808
dt: a
an:
au: Jablonka, Eva; Bergsten, Christer
ti: Installing “good mathematics teaching”: hegemonic strategies and
alliances of researchers.
so: Straehler-Pohl, Hauke (ed.) et al., The disorder of mathematics education.
Challenging the socio-political dimensions of research. Cham: Springer
(ISBN 978-3-319-34005-0/hbk; 978-3-319-34006-7/ebook). 107-120 (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: D40 D30 D20 B20
ut:
ci:
li: doi:10.1007/978-3-319-34006-7_7
ab: Summary: We discuss some examples of direct or indirect involvement of
mathematics education researchers in teacher evaluation and curriculum
design; and point to hegemonic strategies of persuading sponsors and
policy makers how to install “good mathematics teaching”. We
illustrate how particular research approaches stabilise “good
mathematics teaching” by structuring the meaning around
interpretations of learning outcomes in the form of measurements, which
are taken as symptoms of a range of social phenomena. Students’
scores on mathematics tests are interpreted as indicators of their
potential to become skilled “knowledge workers”, citizens and
consumers; teachers’ and schools’ effectiveness in producing gain
scores as indicators of the quality of mathematics teaching for which
they can be made accountable; and improvements in national measures as
symptoms of innovative capacity that predicts relative competitive
advantage. Our concern is the alliances researchers might seek in
capitalising on the privileged status of mathematics that relies on the
reiteration of those imaginations, in particular in contexts where
funding of research favours “findings” that emerge from studies
that identify “what works”.
rv: