Dress like a winner: mathematical investigations in a design workshop in an early childhood education teacher education programme

References

• Aberg, A., and H. Lenz Taguchi. (2005) 2018. “Lyssnandets pedagogik. Etik och demokrati i pedagogiskt arbete.” In The Pedagogy of Listening: Ethics and Democracy in Pedagogical Work, edited by A. Aberg and H. Lenz Taguchi, 216. Stockholm: Liber.
   Google Scholar
• Björklund, C., and H. Palmér. 2018. “Matematikundervisning i förskolan: att se världen i ljuset av matematik.” In Teaching Mathematics in Preschool: Seeing the World in the Light of Mathematics, edited by C. Björklund and H. Palmér, 273. Stockholm: Natur och Kultur.
   Google Scholar
• Bodén, L., H. Lenz Taguchi, E. Moberg, and C. A. Taylor. 2020. “Relational Materialism.” In The Oxford Encyclopedia of Qualitative Research Methods in Education, edited by G. W. Noblit, 1–23. Oxford: Oxford University Press.
   Google Scholar
• Dahlberg, G., P. Moss, and A. Pence. 2001. “Från kvalitet till meningsskapande. Postmoderna perspektiv – exemplet förskolan.” In From Quality to Meaning-Making. Postmodern Perspectives – The Example of Preschool, edited by G. Dahlberg, P. Moss, and A. Pence, 328. Stockholm: HLS förlag.
   Google Scholar
• de Freitas, E., and N. Sinclair. 2014. Mathematics and the Body. Material Entanglements in the Classroom. Cambridge: Cambridge University Press.
   Google Scholar
• Ellsworth, E. 1992. “Why Doesn’t this Feel Empowering? Working through the Repressive Myths of Critical Pedagogy.” In Feminisms and Critical Pedagogy, edited by C. Luke and J. Gore, 90–119. New York, NY: Routledge.
   Google Scholar
• Ernest, P. 2004. Images of Mathematics, Values and Gender: A Philosophical Perspective. In Mathematics Education: Exploring the Culture of Learning. In B. Allen and S. Johnston-Wilder, 11–25. London: Routledge.
   Google Scholar
• Ernest, P. 2008. “Opening the Mathematics Text.” In Opening the Research Text. Critical Insights and in(ter)Ventions into Mathematics, edited by E. de Freitas and K. Nolan, 65–80. New York, NY: Springer.
   Google Scholar
• Ghasemi, E., and H. Burley. 2019. “Gender, Affect, and Maths: A Cross-national Meta-analysis of Trends in International Mathematics and Science Study 2015 Outcomes.” Large-scale Assessments in Education 7 (10): 1–25. https://doi.org/10.1186/s40536-019-0078-1.
   Google Scholar
• Gopnik, A. 2010. The Philosophical Baby. What Children's Minds Tell us About Truth, Love, and the Meaning of Life. London: Picador.
   Google Scholar
• Haraway, D. 1997. Modest_Witness@Second_Millenium. FemaleMan©_Meets_OncoMouse™. Feminism and Technoscience. New York, NY: Routlegde.
   Google Scholar
• Haraway, D. 2008. When Species Meet. Minneapolis, MN: University of Minnesota Press.
   Google Scholar
• Haraway, D. 2013. “SF: Science Fiction, Speculative Fabulation, String Figures, So Far.” Ada: A Journal of Gender, New Media, and Technology 3: 1–18. https://doi.org/10.7264/N3KH0K81.
   Google Scholar
• Haraway, D. 2016. Staying With the Trouble. Making Kin in the Chthulucene. Durham: Duke University Press.
   Google Scholar
• Helenius, O., M. L. Johansson, T. Lange, T. Meaney, and A. Wernberg. 2020. “Matematikdidaktik i förskolan: att utveckla lekfulla, matematiska barn.” In Mathematics Didactics in Preschool: Developing Playful, Mathematical Children, edited by O. Helenius, M-L Johansson, T. Lange, T. Meany, and A. Wernberg, 176. Malmö: Gleerups.
   Google Scholar
• Ivinson, G., and E. Renold. 2013. “Valleys’ Girls: Re-Theorising Bodies and Agency in a Semi-Rural Post-Industrial Locale.” Gender and Education 25 (6): 704–721. https://doi.org/10.1080/09540253.2013.827372.
   Web of Science ®Google Scholar
• Kumashiro, K. K. 2000. “Toward a Theory of Anti-Oppressive Education.” Review of Educational Research 70 (1): 25–53. https://doi.org/10.3102/00346543070001025.
   Web of Science ®Google Scholar
• Kumashiro, K. K. 2015. Against Common Sense Teaching and Learning Toward Social Justice. 3rd ed. London: Routledge.
   Google Scholar
• Lather, P. 1991. Getting Smart: Feminist Research and Pedagogy with/in the Postmodern. New York, NY: Routledge.
   Google Scholar
• Lather, P. 2007. Getting Lost. Feminist Efforts Toward a Double(d) Science. New York, NY: University of New York Press.
   Google Scholar
• Lenz Taguchi, H. 2000. “Emancipation och motstånd. Dokumentation och kooperativa läroprocesser i förskolan” [Emancipation and Resistance. Documentation and Cooperative Learning Processes in Preschool]. PhD diss., Stockholm: HLS förlag.
   Google Scholar
• Lenz Taguchi, H. 2005. “Getting Personal: How Early Childhood Teacher Education Troubles Students’ and Teacher Educators Identities Regarding Subjectivity and Feminism.” Contemporary Issues in Early Childhood 6 (3): 244–255. https://doi.org/10.2304/ciec.2005.6.3.5.
   Google Scholar
• Lenz Taguchi, H. 2007. “Deconstructing and Transgressing the Theory—Practice Dichotomy in Early Childhood Education.” Educational Philosophy and Theory 39 (3): 275–290. https://doi.org/10.1111/j.1469-5812.2007.00324.x.
   Google Scholar
• Lenz Taguchi, H. 2009. Going Beyond the Theory/Practice Divide in Early Childhood Education. London: Routledge.
   Google Scholar
• Lenz Taguchi, H. 2022. “Lyssnandets pedagogik – ett trauma, en upplysning?” [The Pedagogy of Listening – A Trauma, an Enlightenment?].” Nordisk Barnehageforskning 19 (4): 68–85. https://doi.org/10.23865/nbf.v19.239.
   Google Scholar
• Lenz Taguchi, H., and A. Palmer. 2017. “Dokumentation för lärande. SEMLA: Socio-emotionellt och materiellt lärande” [Documentation for Learning: Socio-emotional and Material Learning in Preschool].” In Förskolan och barns utveckling: Grundbok för förskollärare [Preschool and Children’s Development: Basic Book for Preschool Teachers], edited by A.-L. Lindgren, N. Pramling, and R. Säljö, 243–263. Malmö: Gleerups.
   Google Scholar
• Mendick, H. 2006. Masculinities in Mathematics. Walton Hall: Open University Press.
   Google Scholar
• Muhrman, K., U. Örtenberg, and A. Jahic Pettersson. 2022. Lärarstudenters övergång från lärarutbildning till arbete som lärare i skolan [Student Teachers’ Transition from Teacher Training to Work as a Teacher in School]. Linköping: Linköpings universitet.
   Google Scholar
• Ovens, A., D. Garbett, and D. Hutchinson. 2016. “Becoming Teacher: Exploring the Transition from Student to Teacher.” In International Handbook of Teacher Education, edited by J. Loughran and M. L. Hamilton. Vol. 2, 353–378. Singapore: Springer.
   Google Scholar
• Palmer, A. 2009. “I am Not a ‘Maths-person’. Reconstituting Mathematical Subjectivities in Aesthetic Teaching Practices.” Gender and Education 21 (4): 387–404. https://doi.org/10.1080/09540250802467950.
   Web of Science ®Google Scholar
• Palmer, A. 2010a. “Att bli matematisk: Matematisk subjektivitet och genus i lärarutbildningen för de yngre åldrarna” [Becoming Mathematical: Mathematical Subjectivity and Gender in Teacher Education for the Young Ages]. PhD diss., Stockholm University.
   Google Scholar
• Palmer, A. 2010b. “‘Let’s Dance.’ Theorizing Feminist and Aesthetic Mathematical Learning Practices.” Contemporary Issues in Early Childhood 2 (11): 131–143.
   Google Scholar
• Palmer, A. (2011) 2020. Hur blir man matematisk? Att skapa nya relationer till matematik och genus i arbetet med yngre barn [How do you Become Mathematical? To Create New Relationships to Mathematics and Gender in Work with Younger Children]. Stockholm: Liber.
   Google Scholar
• Palmer, A. 2022. “Lyssnande-berättande med barn i förskolan. Att möta framtidens sociala, etiska och politiska utmaningar ihop med förskolebarn” [Listening-narrating with Children in Preschool. To Meet the Social, Ethical and Political Challenges of the Future Together with Preschool Children]. Nordisk Barnehageforskning 19 (4): 10–28. https://doi.org/10.23865/nbf.v19.392.
   Google Scholar
• Palmer, A., S. Kjällander, H. Lenz Taguchi, and S. Frankenberg. 2019. “En relationell etik i arbetet med digitala verktyg: exempel från två arbetssätt i forskningsprojektet Hjärnvägar i förskolan” [A Relational Ethics in Working with Digital Tools: Examples from Two Working Methods in the Research Project Hjärnvägar i Preschool]. In Digitalisering i förskolan på vetenskaplig grund [Digitization in Preschool on a Scientific Basis], edited by S. Kjällander and B. Riddersporre, 260–280. Stockholm: Natur och Kultur.
   Google Scholar
• Renold, E. 2019. “Reassembling the Rule(r)s: Becoming Crafty with How Gender and Sexuality Education Research Comes to Matter.” In Up-lifting Gender & Sexuality Study in Education & Research, edited by T. Jones, L. Coll, L. van Leent, and Y. Taylor, 1–26. London: Palgrave Macmillan.
   Google Scholar
• Renold, E., and J. Ringrose. 2019. “JARing: Making Phematerialist Research Practice Matter.” MAI: Feminism and Visual Culture (3): 1–32.
   Google Scholar
• Smetácková, I. 2015. “Roots of Math in Preschool Play Activities: Gender Still Does Matter.” International Journal of Social Science and Humanity 5 (12): 990–997. https://doi.org/10.7763/IJSSH.2015.V5.93.
   Google Scholar
• Stengers, I. 1997. Power and Invention. Situating Science. Translated by P. Bains. Minneapolis, MA: University of Minnesota Press.
   Google Scholar
• Sumpter, L. 2015. “Preschool Teachers’ Conceptions about Mathematics.” In Views and Beliefs in Mathematics Education: Results of the 19th MAVI Conference, edited by C. Bernack-Schuler, R. Erens, A. Eichler, and T. Leuders, 55–66. London: Springer.
   Google Scholar
• Swedish Research Council. 2017. Good Research Practice. Stockholm: Vetenskapsrådet.
   Google Scholar
• Tsing, A. L. 2015. The Mushroom at the End of the World. On the Possibility of Life in Capitalist Ruins. Princeton, NJ: Princeton University Press.
   Google Scholar
• Walkerdine, V. 1998. Counting Girls Out. Girls and Mathematics. London: Falmer.
   Google Scholar