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Temporal Norms of the Typical Mathematics Lesson: Norwegian and Swedish Students’ Perspectives

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Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms

Abstract

In this paper, we present a number of Swedish and Norwegian high-school students’ descriptions of a ‘typical mathematics lesson’. These descriptions are subsequently considered in light of Foucault’s discussion of timetables and discipline originally employed in armies and subsequently in schools throughout Europe. We contend that the structure of the typical mathematics lesson – though arguably unremarkable in and of itself – is both culturally normative and historically situated. Thus, in its very simplicity, it offers a window on the temporal norms imposed on and maintained in educational institutions in general and in the mathematics subject in particular.

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Authors and Affiliations

  1. Matematikksenteret, Norwegian University of Science and Technology and Stockholm University, Stockholm, Sweden

    Mona Nosrati & Paul Andrews

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  1. Mona Nosrati
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  2. Paul Andrews
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Correspondence to Mona Nosrati .

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Editors and Affiliations

  1. Mathematics Education, Linnaeus University, Växjö, Sweden

    Hanna Palmér

  2. Mathematics Education, Linnaeus University, Växjö, Sweden

    Jeppe Skott

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Nosrati, M., Andrews, P. (2018). Temporal Norms of the Typical Mathematics Lesson: Norwegian and Swedish Students’ Perspectives. In: Palmér, H., Skott, J. (eds) Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms. Springer, Cham. https://doi.org/10.1007/978-3-319-70244-5_12

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  • DOI: https://doi.org/10.1007/978-3-319-70244-5_12

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-70243-8

  • Online ISBN: 978-3-319-70244-5

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