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John Dewey and Mathematics Education in Sweden
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy, Logic and Metaphysics.ORCID iD: 0000-0001-9329-1537
2017 (English)In: “Dig where you stand” 4: Proceedings of the fourth International Conference on the History of Mathematics Education, Roma: Nuova Cultura , 2017Conference paper, (Refereed)
Abstract [en]

International comparisons such as TIMSS and PISA have shown that the mathematical skills of Swedish students have declined notably in the last fifteen years. The Swedish government has implemented disciplinary efforts with an increasing amount of national tests, and grades in early years have been suggested. Yet, the results of Swedish school students have not improved. We suggest that this negative trend is not only the result of a lack of discipline in the classrooms, but is also the effect of a more recent didactic turn in mathematics education: the emphasis on verbal and meta-mathematical knowledge at “the expense” of numeracy skills. In this paper we discuss the state of mathematics education in Sweden using a distinction made by John Dewey between the psychological and logical aspects of a subject. To exemplify our argument we consider curriculum documents, national tests and evaluation material from the last 50 years.

Place, publisher, year, edition, pages
Roma: Nuova Cultura , 2017.
National Category
History Philosophy
Identifiers
URN: urn:nbn:se:uu:diva-319703OAI: oai:DiVA.org:uu-319703DiVA: diva2:1087406
Conference
ICHME 4
Funder
Swedish Research Council, 517300203
Available from: 2017-04-06 Created: 2017-04-06 Last updated: 2017-04-11

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
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Language
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