Positioning of the teacher in the improvement of mathematics classroom practice

Eva Jablonka, Christer Bergsten

Research output: Chapter in Book/Report/Conference proceedingConference paperpeer-review


This paper is a hybrid between a discussion essay and a theoretical paper. Our concern is the positioning of teachers in contexts where the reshaping of educational institutions along with the commercialisation and commodification of research carried out at universities, increasingly interferes with the intellectual freedom of both teachers and researchers. Funding of research in these contexts privileges ‘findings’ with direct implications for developing teachers’ classroom work. We discuss examples drawn from a range of studies, including classroom observation, curriculum design, and professional development settings in terms of the subjectivities attributed to the unauthorised position in the relations established in these practices.
Original languageEnglish
Title of host publicationProceedings of the Eighth International Mathematics Education and Society Conference
Subtitle of host publicationJune 21-26, 2015, Portland, Oregon
EditorsSwapna Mukhopadhyay, Brian Greer
Place of PublicationPortland, Oregon
Number of pages13
Publication statusPublished - 2015

Publication series

NameMathematics Education and Society
PublisherMathematics Education and Society
ISSN (Print)2077-9933


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