Tensions in the Swedish Fritidshem Mathematics Curriculum: a Policy Enactment Perspective

EasyChair Preprint 506

Abstract

In 2016 the Swedish fritidshem got its own curriculum where mathematics is formally introduced. The space where students can experience informal forms of mathematics in activities derived out of their own interest risks being slowly transformed into a schoolified form of mathematics, steered by teachers and striving for learning effectiveness. A policy enactment perspective was used to investigate the material, interpretive and discursive dimensions of the enactment process. Based on document analysis, observations and interviews in two cases, tensions between two different and competing discourses were identified: one driven by student’s interests and one driven by teacher’s mathematical agenda. The meaning of fritidshem math will configure in the tensions about what counts as desirable forms of mathematical activity in practice.

Keyphrases: Fritidshem, Policy enactment Theory, Schoolification, curriculum, mathematics

@booklet{EasyChair:506,
  author    = {Anna Wallin and Eva Norén and Paola Valero},
  title     = {Tensions in the Swedish Fritidshem Mathematics Curriculum: a Policy Enactment Perspective},
  doi       = {10.29007/9475},
  howpublished = {EasyChair Preprint 506},
  year      = {EasyChair, 2018}}