The 'objective truths' of the classroom: Using Foucault and discourse analysis to unpack structuring concepts in science and mathematics education
(2019)
Book Chapter
Llewellyn, A. (2019). The 'objective truths' of the classroom: Using Foucault and discourse analysis to unpack structuring concepts in science and mathematics education. In D. R. Gruber, & L. C. Olman (Eds.), The Routledge handbook of Language and Science (178-190). Routledge. https://doi.org/10.4324/9781351207836
Dr Anna Llewellyn's Outputs (6)
“Thank the Lord for the Internet!”: Identity, social media, and space online (2017)
Book Chapter
Llewellyn, A. (2017). “Thank the Lord for the Internet!”: Identity, social media, and space online. In D. Stevens, & K. Lockney (Eds.), Creative Spaces in Education: Students Places, and Identities in English and the Arts (135-147). Routledge
Technologies of (re)production in mathematics education research: Performances of progress (2016)
Book Chapter
Llewellyn, A. (2016). Technologies of (re)production in mathematics education research: Performances of progress. In H. Straehler-Pohl, N. Bohlmann, & A. Pais (Eds.), The disorder of mathematics education : challenging the sociopolitical dimensions of research (153-169). Springer Verlag. https://doi.org/10.1007/978-3-319-34006-7_10In this chapter, I use Foucauldian theory to consider and critique the role of technologies of power, surveillance and governmentality within mathematics education research. I argue this deconstruction is pertinent within our current neoliberal, mark... Read More about Technologies of (re)production in mathematics education research: Performances of progress.
Should 'teaching for understanding' be the pinnacle of mathematics education? (2013)
Book Chapter
Llewellyn, A. (2013). Should 'teaching for understanding' be the pinnacle of mathematics education?. In D. Leslie, & H. Mendick (Eds.), Debates in Mathematics Education. Routledge, Oxon
Does every child count? Quality, equity and mathematics with/in neoliberalism. (2011)
Book Chapter
Llewellyn, A., & Mendick, H. (2011). Does every child count? Quality, equity and mathematics with/in neoliberalism. In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education (49-62). Springer: New York
Should ‘teaching for understanding’ be the pinnacle of mathematics education?
Book Chapter
Llewellyn, A. Should ‘teaching for understanding’ be the pinnacle of mathematics education?. In Debates in Mathematics Education. (2nd ed). Taylor and Francis