Barbro Grevholm

Mathematics in VET Programmes: The Tensions Associated with Reforms in Sweden.

Abstract In 2011, a new curriculum and set of school organisational structures were introduced in Sweden. One consequence is a much stronger separation of the theoretical and vocational programmes in the upper secondary school. The paper explores the nature of the changes that have occurred particularly in relation to mathematics studies, the background and the implications of these changes for teachers and students. Beliefs about what mathematics content the vocational students should be exposed to have differed over the years. Ideas have come from different groups such as policy makers, trade unions, syllabus writers, textbook authors, educators and others. These different views will be explored and located historically in building a case for how the mathematics curriculum might fruitfully progress. A review of a development project that investigated the previous reforms of 1994 will be presented to inform the discussion about the kinds of effects that these current changes may have on teachers and students. The implications of the new arrangements in mathematics and the implications of the reorganised upper secondary school into clearly divided tracks or pathways will be discussed using the following questions: In what ways will mathematics content differ in the new arrangements? What are the affordances and constraints in mathematics for VET students? What ‘tensions’ do teachers in VET now face? The analysis is mainly based on document analysis and documented research studies.

Mathematical Moments in a Human Life: Narratives on Transformation

The purpose of the chapter is to use narratives in order to illustrate the characteristics of the human perception of mathematics. The transformation over time of views of mathematics will be enlightened by the changing perceptions of the individual. The many varied faces of mathematics will offer images of the multiple ways and situations in which mathematics plays an important role in society and culture. Mathematics education research will supply the basis for interpretation of the narratives and the transformations of mathematics.

Toward a More Sustainable Pre-service Teacher Education: A Study in Progress

In this chapter, Toward a more sustainable pre- service teacher education: a study in progress, Claire Vaugelade Berg, Barbro Grevholm, Ase Haraldstad, Bente Velle Hellang, Annbjorg Haoy, Aslaug Kristiansen and Gro-Renee Rambo argue that: “A sustainable teacher education includes developing pre-service teachers’ awareness of the advantages and consequences of adopting a critical stance: a stance where one looks critically and self-critically at everyday-teaching practice, and aim at improving it in order to achieve pupils’ meaningful understanding of the subject matter.” The aim is to supply teachers with relevant skills that make them become well-qualified teachers. The role of developing values is a core objective in teacher education, and the chapter discusses how teacher education can develop a model with a good relation between theory and practice. Education is thus presented as providing the basis for sustainability.