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dc.contributor.authorSmestad, Bjørn
dc.coverage.spatialNorwayen_US
dc.date.accessioned2021-09-30T12:42:34Z
dc.date.available2021-09-30T12:42:34Z
dc.date.created2021-09-10T12:56:05Z
dc.date.issued2021-09-03
dc.identifier.citationProceedings of the International Mathematics Education and Society Conference. 2021, 3 937-946.en_US
dc.identifier.isbn978-3-347-39912-9
dc.identifier.isbn978-3-347-39913-6
dc.identifier.issn2077-9933
dc.identifier.urihttps://hdl.handle.net/11250/2786667
dc.description.abstractNational exams in mathematics are important pedagogical texts which have been published annually for decades. They provide an interesting corpus for a project investigating the development of representation of diversity in mathematics tasks. Also, there are many reasons for including several diversity dimensions when researching diversity, e.g., gender, ethnicity, religion, functionality, sexuality, and class. Based on previous research on diversity in pedagogical texts, I discuss some of the methodological considerations that must be made when designing such a project.en_US
dc.language.isoengen_US
dc.publisherMathematics Education and Societyen_US
dc.relation.urihttps://me.aau.at/~dakollosche/mes11/MES11_Smestad_Researching
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectMathematical pedagogical textsen_US
dc.subjectMethodological considerationsen_US
dc.subjectPedagogyen_US
dc.subjectMathematics examsen_US
dc.titleResearching representation of diversity in mathematics pedagogical texts: Methodological considerationsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.5281/zenodo.5416560
dc.identifier.cristin1933259
dc.source.journalProceedings of the International Mathematics Education and Society Conferenceen_US
dc.source.volume3en_US
dc.source.pagenumber937-946en_US


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