Diskurs teori og matematikuddannelse

The central thesis is that knowledge and meaning emerge and function in and through the social, and that the social is conceived as only partly structured and permeated, even defined, by conflicts. What becomes knowledge and meaning is thought of in terms of hegemonic struggle constituted by social agents. The central idea is to explore the thesis applied to mathematics education both theoretically and empirically. Exploring mathematics education empirically includes, in this project, exploring the three fields of research in university mathematics education, university mathematics education and politics of mathematics education. The fields are explored through data collected from the mathematics education at the University of Copenhagen, central articles on university mathematics education and the international political process of the Bologna-Process. Focus is on the three themes of mathematical knowledge, conceptions of the students and conceptions of the role of the university in the larger society. These three themes are explored across the three fields. Exploring the thesis theoretically includes discussions of the concepts of risk-society, politics, power, mathematics and democracy. Engelsk titel: Discourse theory and mathematics education.