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Semantiska vågor i undervisningen: Likheter och skillnader i skolämnena matematik och samhällskunskap
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).ORCID iD: 0000-0001-6891-9126
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. (SMEER, ROSE)ORCID iD: 0000-0001-6525-9871
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).ORCID iD: 0000-0002-0329-111X
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).ORCID iD: 0000-0002-5497-720x
2023 (Swedish)In: Utbildning och lärande, ISSN 1653-0594, Vol. 17, no 2, p. 59-78Article in journal (Refereed) Published
Abstract [en]

If students are to build knowledge, it is important to connect disciplinary knowledge to students’ everyday knowledge when teaching. In this study, the relationship between disciplinary- and everyday knowledge in subject-teaching is analysed, based on the semantic dimensions used in Legitimation Code Theory. Un-packing disciplinary concepts through concrete examples implies a shift towards a context-dependent everyday knowledge, while re-packing them entails a shift towards disciplinary abstractions and context-independent generalizations. Over time these shifts constitute so-called semantic waves argued to facilitate students´ knowledge building. Earlier research suggest that the form of these semantic waves can differ between school-subjects. Therefore, this article examines semantic waves in two contrasting subjects – Mathematics and Social Science Education, aiming at a better understanding of how and why semantic waves differ. The results reveal that the forms of semantic waves differ between the two subjects. In Mathematics, when teaching different geometrical concepts, the semantic shifts through un-packing and re-packing were frequent and evenly distributed. When teaching about pricing and household in Social Science, un-packing activities dominated, making shifts biased towards everyday knowledge. These differences are discussed in terms of semantic waves constituting a different pulse when making knowledge-building possible in Mathematics and Social Science.

Place, publisher, year, edition, pages
2023. Vol. 17, no 2, p. 59-78
Keywords [en]
knowledge building, legitimation code theory, semantic waves, mathematics and social science education
National Category
Educational Sciences Other Mathematics Other Social Sciences not elsewhere specified
Research subject
Mathematics didactics; Samhällskunskap
Identifiers
URN: urn:nbn:se:kau:diva-96640DOI: 10.58714/ul.v17i2.15853OAI: oai:DiVA.org:kau-96640DiVA, id: diva2:1795325
Available from: 2023-09-07 Created: 2023-09-07 Last updated: 2023-09-14Bibliographically approved

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Jakobsson, Martinvan Bommel, JorrytRandahl, Ann-ChristinModig, Niclas

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Jakobsson, Martinvan Bommel, JorrytRandahl, Ann-ChristinModig, Niclas
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Centre for the Studies of Social Sciences Didactics (from 2013)Department of Political, Historical, Religious and Cultural Studies (from 2013)Department of Mathematics and Computer Science (from 2013)Science, Mathematics and Engineering Education ResearchDepartment of Language, Literature and Intercultural Studies (from 2013)
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