Dilemmas of streaming in the new curricula in Norway

The paper describes aspects and dilemmas concerning streaming of students according to ability in an ongoing developmental project in a small town in Norway. The project is part of a governmental effort to implement the New Norwegian curricula plan “Kunnskapsløftet1”. This new plan introduces streaming of students, which is new in the Norwegian school context. The data presented are from focus groups involving teachers in which ideological conflicts are identified

Research based teacher education; discursive positining's of teacher educators in Norway.

As researchers in teacher education institutions we are facing ideological and economic shifts involving restrictions on the possibilities of influencing themes and methodologies for research projects

COMMUNICATIVE POSITIONINGS AS IDENTIFICATIONS IN MATHEMATICS TEACHER EDUCATION

Student teachers positioning related to own emotions and experiences, the mathematics and the teaching and learning of mathematics, and the classroom, teachers and others are theorised, and exemplified, as aspects of identifications as becoming mathematics teachers

Choosing mathematics: the narrative of the self as a site of agency

In this paper, we discuss the theoretical and methodological issues in exploring identity and agency within a narrative of choosing mathematics. Taking as our starting point Bakhtin’s emphasis on the dialogic space between interlocutors, we explore how an awareness of the addressivity and otherness of utterances, and of the role of genre and heteroglossia in self-authoring, can be used in the analysis of an interview to gain insight into one student’s narrative of choosing mathematics despite the fear that it held for her. We consider how our own research preoccupations with the role of gender and family discourses in learners’ relationships with mathematics played a part in the interview, and how the interviewee’s appropriation of, and resistance to, these and other genres can be understood as an assertion of agency within her particular narrative of choice

Dilemmas of streaming in the new curricula in Norway

The paper describes aspects and dilemmas concerning streaming of students according to ability in an ongoing developmental project in a small town in Norway. The project is part of a governmental effort to implement the New Norwegian curricula plan “Kunnskapsløftet1”. This new plan introduces streaming of students, which is new in the Norwegian school context. The data presented are from focus groups involving teachers in which ideological conflicts are identified

Egalitarianism Meets Ideologies of Mathematical Education - Instances from Norwegian Curricula and Classrooms,” Zentralblatt für Didaktik der Mathematik 33

Abstract: The article starts focusing egalitarianism in a Norwegian curricular context in general and in mathematics education from primary schools to teacher education in particular. It progresses by locating and problematizing some major ideologies in mathematics education such as rationalism, activism, competitivism and 'autodidactism' on one hand and egalitarianism on the other. Some results from TIMSS, where Norway differs significantly from other countries, are touched upon and contrasted with episodes from qualitative studies. It is asked, from a general didaktic point of view, whether egalitarian values in mathematics education should be seen as strenght or weekness, and the other way round, whether mathematical education contributes to or counterworks egalitarianism in society. Kurzrefera

Education for All in Norway: Unpacking Quality and Equity

The discourses of equity and quality in education have permeated the international debates about education whether they occur in the context of research, policy, curriculum or teaching and learning. Rather than being directly articulated, they often remain implicit and assumed. Norway is strongly influenced by these discourses, emphasising both equity and quality as valued outcomes in teacher education. Through a socio-political post-structural reading of White-papers, strategic research-political documents, as well as evaluation reports on educational research in a Nordic context, we have examined the theoretical underpinnings and tacit relations between equity and quality in the Norwegian educational context