The Forced Autonomy of Mathematics Teachers

By Jeppe Skott. 2004

70 citations recorded by the source corpus.

Subfields: Applied Mathematics, Education

View Paper: https://www.semanticscholar.org/paper/86832a5b32406e381660cbc03f3e26840e7d117d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Mathematics

1. Uwe Gellert

In Education

1. Uwe Gellert
2. Jeppe Skott
3. Raimo Kaasila

Citations in the corpus

• Contextualising the notion of ‘belief enactment’ (2009, background): “At the time of his graduation, he espouses views of school mathematics that are inspired by current reform initiatives ( Skott, 2004 ).”
• Routines and collective orientations in mathematics teachers’ professional development (2008, background): “It might be argued that teachers dispose of a substantial rate of autonomy to decide about how they teach mathematics, and that this rate of autonomy has been growing during the last decade’s attempts to reform (e.g., Gravemeijer 1994; NCTM 2000; Research Group “mathe 2000” 2001), a phenomenon Skot”