Representations of Mathematics Education in Swedish Newspapers—Part of the Structural Influence on Mathematics Teaching
Bibliographic record
Abstract
Abstract There is an ongoing public debate about mathematics education. This dialogue influences policymakers as well as mathematics teachers who are affected by these public ideas. Consequently, exploring the public debate, for example, by studying news media, is relevant for understanding teaching and learning in mathematics and also pertinent for researchers to actively participate in the debate about mathematics education. Representations of mathematics education, which emerged in a study of three national newspapers in Sweden, were explored. Articles relevant to the study were found in systematic searches in a media archive every fifth year between 1992 and 2017. Findings show that the construction of mathematics education in Swedish newspapers is multifaceted and complex, foregrounded by achievements, measurements and various forms of teaching. Other parts of the construction involve teachers wanting to arouse positive feelings, but their attempts are often unsuccessful. Whilst the construction of mathematics education is increasingly varied, the resulting positive and negative feelings and the tensions between representations contribute new insights, which are important to the field. Résumé L’enseignement des mathématiques fait constamment l’objet d’un débat public. Cette discussion influence les décideurs politiques ainsi que les enseignants de mathématiques touchés par ces idées échangées dans le domaine public. Par conséquent, afin de comprendre l’enseignement et l’apprentissage des mathématiques, en plus de faciliter la participation active des chercheurs à la conversation portant sur l’enseignement des mathématiques, il est pertinent d’étudier ce débat public, par exemple en examinant les médias d’information. Ainsi, nous avons analysé les représentations faites de l’enseignement des mathématiques qui sont ressorties de l’examen de trois journaux nationaux en Suède. Des recherches systématiques effectuées dans des archives médiatiques tous les cinq ans entre 1992 et 2017 ont permis d’identifier des articles pertinents à cette étude. Les résultats montrent que la conception de l’enseignement des mathématiques dans les journaux suédois est multiforme et complexe, qu’elle met l’accent sur les réalisations, les évaluations et diverses formes d’enseignement. D’autres éléments incluent le fait que les enseignants veulent susciter des sentiments positifs, mais que leurs tentatives sont souvent infructueuses. L’accent placé sur les réalisations et les évaluations est conforme aux études antérieures menées au Canada; alors que la représentation de l’enseignement des mathématiques est de plus en plus variée, les sentiments positifs et négatifs qui en résultent, ainsi que les tensions entre les représentations, apportent de nouvelles perspectives, importantes pour le domaine.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.024 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.005 | 0.007 |
| Science and technology studies | 0.002 | 0.005 |
| Scholarly communication | 0.011 | 0.004 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".