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Evaluating Epistemic Quality in Primary School Mathematics in Scotland
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). University of Sussex, GBR.ORCID iD: 0000-0001-5457-6513
2022 (English)In: International Perspectives on Knowledge and Curriculum: Epistemic Quality Across School Subjects / [ed] Brian Hudson; Niklas Gericke; Christina Olin-Scheller; Martin Stolare, Bloomsbury Academic, 2022, p. 17-36Chapter in book (Refereed)
Abstract [en]

This chapter builds on the idea of epistemic quality, as discussed in Hudson (2018, 2019) , which arose from the outcomes of the Developing Mathematical Thinking in the Primary Classroom (DMTPC) project (Hudson et al. 2015) . It does so by relating epistemic quality to a continuum that reflects a trajectory of epistemic ascent (Winch 2013) in the development of expertise from the novice towards that of an expert in the subject. The significance of epistemic quality stems from the need to maximize the chances that all pupils will have epistemic access (Morrow 2008; Young 2013: 115) to high-quality education in school mathematics. This is regarded as a way of making quality education visible and as a precondition for addressing the challenges of UN Sustainable Development Goal 4 to ensure inclusive and equitable quality education for all (UN 2015) . The idea of epistemic quality is in turn...

Place, publisher, year, edition, pages
Bloomsbury Academic, 2022. p. 17-36
National Category
Educational Sciences
Research subject
Educational Work
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URN: urn:nbn:se:kau:diva-91845DOI: 10.5040/9781350167124.ch-002ISBN: 978-1-3501-6709-4 (print)ISBN: 978-1-3501-6712-4 (electronic)ISBN: 978-1-3501-6710-0 (electronic)OAI: oai:DiVA.org:kau-91845DiVA, id: diva2:1694384
Available from: 2022-09-09 Created: 2022-09-09 Last updated: 2022-09-09Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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