jeppe skott - Academia.edu (original) (raw)
Papers by jeppe skott
HAL (Le Centre pour la Communication Scientifique Directe), Feb 4, 2015
HAL (Le Centre pour la Communication Scientifique Directe), Feb 1, 2017
Universitas eBooks, 2017
The Goldilocks principle revisited : understanding and supporting teachers' proficiency with ... more The Goldilocks principle revisited : understanding and supporting teachers' proficiency with reasoning and proof
DELTA 2.0 er en ny og helt opdateret udgave af Delta, der i ti ar har vaeret brugt i matematiklae... more DELTA 2.0 er en ny og helt opdateret udgave af Delta, der i ti ar har vaeret brugt i matematiklaerernes grund-, efter- og videreuddannelse.DELTA 2.0 er del af serien MATEMATIK FOR LAERERSTUDERENDE.Ud ...
'I guess I just followed the crowd at chow time, sir' : acquisition and participation as ... more 'I guess I just followed the crowd at chow time, sir' : acquisition and participation as metaphors for learning, teaching, and learning to teach
Belief research (BR) has contributed to a better understanding of teachers' acts and meaning maki... more Belief research (BR) has contributed to a better understanding of teachers' acts and meaning making, but is fraught with conceptual and methodological problems. Further, the premise that teachers' beliefs impact practice is often not confirmed. I compare BR with a conceptual framework, Patterns of Participation (PoP), that shifts the focus from teachers' beliefs to their participation in a variety of social practices. In order to do so, I first discuss modalities of theory networking and present a general approach to comparing theories and frameworks. The result of the comparison is that PoP shares some of the rationale of BR, but involves a fundamental shift of identity for research on affect, which alleviates some of the problems of BR and is useful for understanding the dynamics of teachers' contribution to classroom practice.
Eigth congress of the European Society for Research in Mathematics Education, (CERME 8), Feb. 6-10, 2013, Antalya, 2013
MONA - Matematik- og Naturfagsdidaktik, Dec 5, 2020
Ordet 'laering' betegner utvivlsomt forandring af en eller anden slags. Det er dog en delikat sag... more Ordet 'laering' betegner utvivlsomt forandring af en eller anden slags. Det er dog en delikat sag at sige hvilken slags forandring der er tale om" (Bateson, 1972, p. 283, kursiv i originalen, min oversaettelse, JS). Laering er af åbenlyse årsager et tilbagevendende diskussionspunkt i uddannelsesforskningen. Som Bateson siger, er det imidlertid ikke indlysende hvad der menes med ordet. Sølberg (2020) baserer sin diskussion af begrebet på en aeldre artikel af Sfard om to metaforer for laering: laering som hhv. tilegnelse og deltagelse (Sfard, 1998). Det gør han for i overensstemmelse med Sfard at argumentere at de to metaforer hver for sig er nødvendige og tilsammen tilstraekkelige for at beskrive og forstå centrale aspekter af laering af naturfag i skolen. Desuden argumenterer Sølberg at "vi har brug for at anvende DM [deltagelsesmetaforen] mere bevidst og eksplicit når vi taler om kompetenceorienteret naturfagsundervisning" (s. 20). Sølberg kommer vidt omkring i sin artikel, som bl.a. handler om selve metaforerne, om "autentisk" undervisning i naturfag og om evalueringsformer. Jeg kommenterer ikke på det hele i det følgende, men fortsaetter diskussionen om forskellige laeringsteoretiske perspektiver på undervisning i matematik og naturfag, dvs. om hvordan man kan forstå de typer af forandring der kan vaere tale om når elever laerer (jf. Bateson). Jeg fokuserer på to varianter af deltagelsestaenkningen. Den ene er Sfards nyere teori om commognition (fx Sfard, 2008, 2015, 2017). Min reference til commognition skal pege på udviklinger i Sfards taenkning over de sidste 25 år, men også på at teorien på nogle punkter udfordrer, snarere end understøtter, dele af de undervisningsmetodiske
Since its birth in the aftermath of CERME10, discussions in TWG19 concentrated on identifying its... more Since its birth in the aftermath of CERME10, discussions in TWG19 concentrated on identifying its research territory and on creating opportunities for collaboration among the participants beyond the conference sessions. These discussions led to shifting the focus of the group on mathematics teaching and teacher practice (s) and to an initiative of working on shared data that fueled fruitful explorations related to conceptualizations and theorization of mathematics teaching. The participants’ contributions and the work carried out during CERME11 sessions challenged further the core ideas of how mathematics teaching can be defined and studied while an emerging distinction between teaching as an activity and teaching as work stimulated further the group’s discussions.
DELTA 2.0 er en ny og helt opdateret udgave af Delta, der i ti ar har vaeret brugt i matematiklae... more DELTA 2.0 er en ny og helt opdateret udgave af Delta, der i ti ar har vaeret brugt i matematiklaerernes grund-, efter- og videreuddannelse.DELTA 2.0 er del af serien MATEMATIK FOR LAERERSTUDERENDE.Ud ...
HAL (Le Centre pour la Communication Scientifique Directe), Feb 4, 2015
HAL (Le Centre pour la Communication Scientifique Directe), Feb 1, 2017
Universitas eBooks, 2017
The Goldilocks principle revisited : understanding and supporting teachers' proficiency with ... more The Goldilocks principle revisited : understanding and supporting teachers' proficiency with reasoning and proof
DELTA 2.0 er en ny og helt opdateret udgave af Delta, der i ti ar har vaeret brugt i matematiklae... more DELTA 2.0 er en ny og helt opdateret udgave af Delta, der i ti ar har vaeret brugt i matematiklaerernes grund-, efter- og videreuddannelse.DELTA 2.0 er del af serien MATEMATIK FOR LAERERSTUDERENDE.Ud ...
'I guess I just followed the crowd at chow time, sir' : acquisition and participation as ... more 'I guess I just followed the crowd at chow time, sir' : acquisition and participation as metaphors for learning, teaching, and learning to teach
Belief research (BR) has contributed to a better understanding of teachers' acts and meaning maki... more Belief research (BR) has contributed to a better understanding of teachers' acts and meaning making, but is fraught with conceptual and methodological problems. Further, the premise that teachers' beliefs impact practice is often not confirmed. I compare BR with a conceptual framework, Patterns of Participation (PoP), that shifts the focus from teachers' beliefs to their participation in a variety of social practices. In order to do so, I first discuss modalities of theory networking and present a general approach to comparing theories and frameworks. The result of the comparison is that PoP shares some of the rationale of BR, but involves a fundamental shift of identity for research on affect, which alleviates some of the problems of BR and is useful for understanding the dynamics of teachers' contribution to classroom practice.
Eigth congress of the European Society for Research in Mathematics Education, (CERME 8), Feb. 6-10, 2013, Antalya, 2013
MONA - Matematik- og Naturfagsdidaktik, Dec 5, 2020
Ordet 'laering' betegner utvivlsomt forandring af en eller anden slags. Det er dog en delikat sag... more Ordet 'laering' betegner utvivlsomt forandring af en eller anden slags. Det er dog en delikat sag at sige hvilken slags forandring der er tale om" (Bateson, 1972, p. 283, kursiv i originalen, min oversaettelse, JS). Laering er af åbenlyse årsager et tilbagevendende diskussionspunkt i uddannelsesforskningen. Som Bateson siger, er det imidlertid ikke indlysende hvad der menes med ordet. Sølberg (2020) baserer sin diskussion af begrebet på en aeldre artikel af Sfard om to metaforer for laering: laering som hhv. tilegnelse og deltagelse (Sfard, 1998). Det gør han for i overensstemmelse med Sfard at argumentere at de to metaforer hver for sig er nødvendige og tilsammen tilstraekkelige for at beskrive og forstå centrale aspekter af laering af naturfag i skolen. Desuden argumenterer Sølberg at "vi har brug for at anvende DM [deltagelsesmetaforen] mere bevidst og eksplicit når vi taler om kompetenceorienteret naturfagsundervisning" (s. 20). Sølberg kommer vidt omkring i sin artikel, som bl.a. handler om selve metaforerne, om "autentisk" undervisning i naturfag og om evalueringsformer. Jeg kommenterer ikke på det hele i det følgende, men fortsaetter diskussionen om forskellige laeringsteoretiske perspektiver på undervisning i matematik og naturfag, dvs. om hvordan man kan forstå de typer af forandring der kan vaere tale om når elever laerer (jf. Bateson). Jeg fokuserer på to varianter af deltagelsestaenkningen. Den ene er Sfards nyere teori om commognition (fx Sfard, 2008, 2015, 2017). Min reference til commognition skal pege på udviklinger i Sfards taenkning over de sidste 25 år, men også på at teorien på nogle punkter udfordrer, snarere end understøtter, dele af de undervisningsmetodiske
Since its birth in the aftermath of CERME10, discussions in TWG19 concentrated on identifying its... more Since its birth in the aftermath of CERME10, discussions in TWG19 concentrated on identifying its research territory and on creating opportunities for collaboration among the participants beyond the conference sessions. These discussions led to shifting the focus of the group on mathematics teaching and teacher practice (s) and to an initiative of working on shared data that fueled fruitful explorations related to conceptualizations and theorization of mathematics teaching. The participants’ contributions and the work carried out during CERME11 sessions challenged further the core ideas of how mathematics teaching can be defined and studied while an emerging distinction between teaching as an activity and teaching as work stimulated further the group’s discussions.
DELTA 2.0 er en ny og helt opdateret udgave af Delta, der i ti ar har vaeret brugt i matematiklae... more DELTA 2.0 er en ny og helt opdateret udgave af Delta, der i ti ar har vaeret brugt i matematiklaerernes grund-, efter- og videreuddannelse.DELTA 2.0 er del af serien MATEMATIK FOR LAERERSTUDERENDE.Ud ...