Abstract
This chapter takes its departure from classroom interaction between teacher and students in mathematics classrooms. The chapter has a focus on changing patterns of communication. Specifically, the chapter addresses relationships between silences in teacher-student communication and a focus on mathematics, while also taking the broader institutional context of mathematics classrooms into account. While adopting a selection of concepts by Foucault, the chapter addresses how students and teachers in mathematics classrooms are affected by decisions made on different levels of the institution of school, as well as by dominating discourses. Finally, the chapter discusses how a limited focus on development projects in classrooms, such as on silences, may constitute parts of strategies which work as acts of resistance towards the dominating discourse. These kind of acts may also, when adopted with all students, constitute a resistance against a stratifying role of mathematics education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Agamben, G. (2009). What is an apparatus? And other essays. Stanford: Stanford University Press.
Atweh, B. (2004). Understanding for changing and changing for understanding. Praxis between practice and theory through action research in mathematics education. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 187–206). Dordrecht: Kluwer Academic.
Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Reviseded.). Lanham: Rowman & Littlefield
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Maidenhead: Open University Press.
Boistrup, L. B. (2010). Assessment discourses in mathematics classrooms: A multimodal social semiotic study. PhD thesis, Stockholm University.
Boistrup, L. B. (2017). Assessment in mathematics education: A gatekeeping dispositive. In N. Bohlmann, A. Pais, & H. Straehler-Pohl (Eds.), The disorder of mathematics education. Challenging the sociopolitical dimensions of research (pp. 209–230). Cham: Springer.
Boistrup, L. B., Bengtsson, K., Bertilsson, U., Grundström, M., Järvstråt, M., & Samuelsson, J. (2013). Betydelsen av tystnad. In Aktionsforskning om bedömning i matematik [The significance of silence: Action research on assessment in mathematics]. Linköping: Municipality of Linköping.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
Broadfoot, P. M., & Pollard, A. (2000). The changing discourse of assessment policy. In A. Filer (Ed.), Assessment: Social practice and social product (pp. 11–26). London: Routledge Falmer.
Chevallard, Y. (1999). L’analyse des pratiques enseignantes en théorie anthropologique du didactique [Analyzing teaching practice within the anthropological theory of didactics]. Recherches en Didactique des Mathématiques, 19(2), 221–266.
Foucault, M. (1977). Le jeu de Michel Foucault. In M. Foucault (Ed.), Dits et écrits III (pp. 298–329). Paris: Gallimard.
Foucault, M. (1993). Diskursen ordning [The order of the discourse]. Stockholm: Brutus Östlings Bokförlag Symposium.
Foucault, M. (1997). Subjectivity and truth. In P. Rabinow (Ed.), Ethics: Subjectivity and truth (pp. 87–92). New York: The New Press.
Foucault, M. (2003). Övervakning och straff [Discipline and Punish]. Lund: Arkiv förlag.
Foucault, M. (2008). Regementalitet [Governmentality]. In T. Götselius & U. Olsson (Eds.), Diskursernas kamp [The battle between discourses] (pp. 183–204). Stockholm: Brutus Östlings Bokförlag Symposium.
Gellert, U., & Jablonka, E. (2009). “I am not talking about reality”: Word problems and the intricacies of producing legitimate text. In L. Verschaffel, B. Greer, W. Brian, V. Dooren, & S. Mukhopadhyay (Eds.), Words and worlds: Modelling verbal descriptions of situations (pp. 39–53). Sense: Rotterdam.
Hodge, R., & Kress, G. (1988). Social semiotics. Ithaca: Cornell University Press.
Hodgen, J., & Webb, M. (2008). Questioning and dialogue. In S. Swaffield (Ed.), Unlocking assessment. Understanding for reflection and application (pp. 73–89). Abingdon: Routledge.
Ingram, J., & Elliott, V. (2016). A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours. Cambridge Journal of Education, 46(1), 37–53.
Jørgensen, K. M., & Klee, N. (2014). Artisan storytelling and management ‘dispositifs’. In K. M. Jørgensen & C. Largacha-Martinez (Eds.), Critical narrative inquiry – Storytelling, sustainability and power (pp. 15–33). Hauppauge: Nova Science.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
Van Leeuwen, T. (2005). Introducing social semiotics. London: Routledge.
McIlvenny, P., Klausen, J. Z., & Lindegaard, L. B. (2016). New perspectives on discourse and governmentality. Studies of Discourse and Governmentality: John Benjamins Publishing Company.
Milchman, A., & Rosenberg, A. (2009). The final Foucault: Government of others and government on the self. In S. Binkley & J. Capetillo (Eds.), A Foucault for the 21st century: Governmentality, biopolitics and discipline in the new millennium (pp. 62–71). Newcastle: Cambridge Scholars Press.
Prediger, S., Bikner-Ahsbahs, A., & Arzarello, F. (2008). Networking strategies and methods for connecting theoretical approaches: First steps towards a conceptual framework. ZDM. The International Journal on Mathematics Education, 40(2), 165–178.
Raffsnøe, S., Gudmand-Høyer, M., & Thaning, M. S. (2014, January). Foucault’s dispositive: The perspicacity of dispositive analytics in organizational research. Organization, 1–27.
Sayers, J., Andrews, P., & Boistrup, L. B. (2015). The role of conceptual subitising in the development of foundational number sense. In T. Meaney, O. Helenius, M. L. Johansson, T. Lange, & A. Wernberg (Eds.), Mathematics education in the early years (pp. 371–394). New York: Springer.
Selander, S. (2008). Designs for learning – A theoretical perspective. Designs for Learning, 1(1).
Straehler-Pohl, H., & Gellert, U. (2013). Towards a Bernsteinian language of description for mathematics classroom discourse. British Journal of Sociology of Education, 34(3), 313–332.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this chapter
Cite this chapter
Boistrup, L.B., Samuelsson, J. (2018). Resistance from Within the Mathematics Classroom: Silences, Strategies, and Subjectivities. In: Gellert, U., Knipping, C., Straehler-Pohl, H. (eds) Inside the Mathematics Class. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-79045-9_3
Download citation
DOI: https://doi.org/10.1007/978-3-319-79045-9_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-79044-2
Online ISBN: 978-3-319-79045-9
eBook Packages: EducationEducation (R0)