Mina pågående forskningsprojekt
Publikationer
Artikel i tidskrift (Refereegranskat)
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Skott, J. (2020). Perspektiver på læring og undervisning i naturfag. MONA Matematikk og naturfagdidaktik. (4). 84-92.
Status: Publicerad -
Skott, C.K., Skott, J. (2019). Potentialer og problemerved undersøgende matematikundervisning. MONA Matematikk og naturfagdidaktik. (3). 87-91.
Status: Publicerad -
Skott, J. (2019). Changing experiences of being, becoming, and belonging: teachers’ professional identity revisited. ZDM - the International Journal on Mathematics Education. 51 (3). 469-480.
Status: Publicerad -
Stouraitis, K., Potari, D., Skott, J. (2017). Contradictions, dialectical oppositions, and shifts in teaching mathematics. Educational Studies in Mathematics. 95 (2). 203-217.
Status: Publicerad -
Skott, J., Van Zoest, L., Gelllert, U. (2013). Theoretical frameworks in research on and with mathematics teachers. ZDM - the International Journal on Mathematics Education. 45. 501-505.
Status: Publicerad -
Skott, J. (2013). Understanding the role of the teacher in emerging classroom practices : searching for patterns of participation. ZDM - the International Journal on Mathematics Education. 45 (4). 547-559.
Status: Publicerad -
Skott, J., Larsen, D.M., Östergaard, C.H. (2011). From beliefs to patterns of participation : shifting the research perspective on teachers. Nordisk matematikkdidaktikk. 16 (1-2). 29-55.
Status: Publicerad -
Skott, J. (2009). Contextualising the notion of belief enactment. Journal of Mathematics Teacher Education. 12 (1). 27-46.
Status: Publicerad -
Skott, J. (2009). Theoretical loops in mathematics education : theory-practice relationships revisited. Asian Journal of Educational Research and Synergy. 1 (2). 74-88.
Status: Publicerad -
Skott, J. (2008). Introduktion til Paul Cobbs matematikdidaktiske arbejde. MONA Matematikk og naturfagdidaktik. 4 (4). 42-58.
Status: Publicerad -
Skott, J. (2004). The forced autonomy of mathematics teachers. Educational Studies in Mathematics. 55 (1-3). 227-257.
Status: Publicerad -
Skott, J. (2001). The emergining practices of a novice teacher: the roles of his school mathematics images. Jounal of Mathematics Teacher Education. 4 (1). 3-28.
Status: Publicerad
Konferensbidrag (Refereegranskat)
- Skott, J. (2018). Re-centring the individual in participatory accounts of professional identity. Invited Lectures from the 13th International Congress on Mathematical Education. 601-618.
- Skott, J., Larsen, D.M., Østergaard, C.H. (2017). Reasoning and proving in mathematics teacher education. Proceedings of the Third ERME Topic Conference on Mathematics Teaching, Resources and Teacher Professional Development . 197-206.
- Skott, J. (2015). Beliefs and Brownies : in search for a new identity for "belief" research. Current state of research on mathematical beliefs XX : Proceedings of the MAVI-20 Conference, September 29 – October 1, 2014, Falun, Sweden. 33-45.
- Stouraitis, K., Potari, D., Skott, J. (2015). Contradictions and shifts in teaching with a new curriculum: the role of mathematics. Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education . 3262-3268.
- Larsen, D.M., Østergaard, C.H., Skott, J. (2013). Patterns of participation : a framework for understanding the role of the teacher for classroom practice. Eighth Congress of European Research in Mathematics Education (CERME 8) : WG Papers 17.
- Skott, J. (2013). Understanding the role of the teacher for emerging classroom practices. .
- Skott, J. (2013). 'I guess I just followed the crowd at chow time, sir' : acquisition and participation as metaphors for learning, teaching, and learning to teach. NOFA4, 29-31 May, 2013, Trondheim.
- Papakanderaki, C., Potari, D., Skott, J. (2013). Conflicting practices in mathematics education : A dynamic interpretation. .
- Potari, D., Berg, C., Charalambous, C., Figueiras, L., Hospesova, A., et al. (2013). From a study of teaching practices to issues in teacher education : Introduction to the the papers and posters of WG17. CERME 8 : Proceedings of the eigth congress of the European Society for Research in Mathematics Education. 2896-2907.
- Skott, J. (2012). Revisiting theory-practice relationships : a cautionary note on the expectation of impact. .
- Skott, J. (2011). Beliefs vs. Patterns of participation – towards coherence in understanding the role the teacher. Proceedings from the MAVI 17 conference, Bochum, Germany.
- Skott, J. (2010). Shifting the direction of belief research : from beliefs to patterns of participation. Proceedings of the 34th conference of the International Group for the Psychology of Mathematics Education, vol. 4 : Mathematics in different settings. 193-200.
- Skott, J. (2009). Researching teachers' beliefs and knowledge : what (not) to expect in terms of impact?. Nordic reasearch in mathematics education : Proceedings from NORMA 08 in Copenhagen, April 21-April 24, 2008. 99-108.
- Wedege, T., Skott, J. (2007). Potential change of views in the mathematics classroom?. Proceedings of the 5th congress of the European Society for Research in Mathematics Education. 389-398.
- Skott, J., Wedege, T. (2007). Researching potentials for change: the case of the KappAbel competition. Relating practice and research in mathematics education. : Proceedings of the fourth Nordic conference on mathematics education. 455-466.
- Skott, J. (2005). Why belief research raises the right question, but provides the wrong type of answer. Conceptions of mathematics. Proceedings of NORMA-01. 231-238.
- Skott, J. (2005). The role of the practice of theorising practice. CERME 4. European reseaerch in mathematics education : Proceedings of the fourth congress of the European Sociey for Research in Mathematics Education. 1598-1608.
- Skott, J. (2005). Developing pre-service teacher education in times of constraints. The case of the Eritrean elementary school.
- Skott, J. (2002). Belief research and the actual and virtual communities of a novice teacher's practice. Proceedings of the 26th conference of the International Group for the Psychology of Mathematics Education, vol. 4. 209-216.
- Skott, J. (2001). Challenging a purely mathematical perspective on teachers' competence. Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education, vol. 4. 193-200.
- Skott, J. (2000). The forced autonomy of mathematics teachers. Proceedings of the 24th conference of the International Group for the Psychology of Mathematics Education, vol. 4. 169-176.
- Skott, J. (1999). The multiple motives of teacher activity and the roles of his school mathematics images. Proceedings of the 23rd conference of the International Group for the Psychology of Mathematics Education, vol. 4. 209-216.
- Skott, J. (1998). Understanding images in practice: on the muliple motives of teacher activity. Current state of research on mathematical beliefs VII : Proceedings of the MAVI-7 conference, 1998. 70-77.
Kapitel i bok, del av antologi (Refereegranskat)
- Skott, J., Larsen, D.M., Østergaard, C.H. (2021). Learning to teach to reason : reasoning and proving in mathematics teacher education. Professional development and knowledge of mathematics teachers. London & New York, Routledge. 44-61.
- Skott, C.K., Psycharis, G., Skott, J. (2021). Aligning teaching with current experiences of being, becoming and belonging : an identity perspective on the use of digital resources. Mathematics education in the digital age : Learning, practice and theory. London & New York, Routledge. 213-227.
- Skott, J. (2018). The Goldilocks principle revisited : understanding and supporting teachers' proficiency with reasoning and proof. Mathematical Transgressions 2015. Krakow, Poland, Universitas. 151-166.
- Skott, J., Mosvold, R., Sakonidis, C. (2018). Classroom practice and teachers’ knowledge, beliefs and identity. Developing research in mathematics education : Twenty years of communication, cooperation, and collaboration in Europe. Oxon, UK, Routledge. 162-180.
- Larsen, D., Østergaard, C.H., Skott, J. (2018). Prospective teachers’ approach to reasoning and proof : affective and cognitive issues. Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms : Selected Papers from the 22nd MAVI Conference. Springer. 53-63.
- Skott, J. (2017). Patterns of Participation : a participatory account of learning to teach. Dealing with conceptualisations of learning : learning between means and aims in theory and practice. Sense Publishers. 133-143.
- Skott, J. (2015). Towards a participatory approach to 'beliefs' in mathematics education. From beliefs to dynamic affect systems in mathematics education : exploring a mosaic of relationships and interactions. Springer. 3-23.
- Skott, J. (2015). Tilegnelse og deltagelse som metaforer for at lære, for at undervise og for at lære at undervise. Faglig kunnskap i skole og lærerutdanning II : Nordiske bidrag til fagdidaktikken. Bergen, Fagbokforlaget.
- Skott, J. (2015). The promises, problems, and prospects of teacher related belief research. International Handbook of research on teachers' beliefs. Routledge. 13-30.
Samlingsverk (redaktörskap) (Refereegranskat)
- Palmér, H., Skott, J. (2018). Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms : Selected Papers from the 22nd MAVI Conference. Springer. 148.
- Skott, J., Van Zoest, L., Gellert, U. (2013). Theoretical Frameworks in Research on and with Mathematics Teachers : Volume 45, Issue 4, June 2013. Springer.
Artikel i tidskrift (Övrigt vetenskapligt)
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Skott, J. (2020). Lakatos, Columbus and the expectations of research impact on practice. Journal of Mathematics Teacher Education. 23. 333-337.
Status: Publicerad -
Skott, J. (2019). Understanding mathematics teaching and learning “in their full complexity”. Journal of Mathematics Teacher Education. 22 (5). 427-431.
Status: Publicerad -
Skott, J. (2018). Researching teachers, support to teachers—and teaching. Journal of Mathematics Teacher Education. 21 (4). 317-319.
Status: Publicerad
Konferensbidrag (Övrigt vetenskapligt)
- Sakonidis, C., Drageset, O., Mosvold, R., Skott, J., Taylan, D. (2017). Introduction to the contributions of TWG19 : mathematics teachers and classroom practices. Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. 3033-3040.
- Skott, J. (2016). Balancing proving that and proving why in mathematics teacher education. Presented at Sydostkonferensen i matematik, 25 augusti, 2016, Växjö.
- Skott, J. (2016). Teacher identity and participatory accounts of professional learning. Presented at Seminar on mathematics teacher learning at the University of Athens.
- Skott, J. (2016). Matematiske ræsonnementer i læreruddannelsen : at balancere proving that og proving why. Novemberkonferensen 2016, Trondheim, Norway.
- Skott, J., Skott, C.K. (2016). Interpreting teachers' acts and meaning-making socially. Presented at Seminar of the mathematics education section at NTNU, Trondheim, Norway.
- Skott, J. (2016). Teacher identity revisited : re-centering the individual in participatory accounts of professional learning. Presented at the 13th International Congress on Mathematical Education Hamburg, 24-31 July 2016, ICME 13.
- Skott, J. (2004). How can we relate understandings of mathematics with understandings of pedagogy to create effective didactic situations in the classroom? : A reaction to five papers at session 3 of TSG 23, ICMI-10.
- Skott, J. (2002). Structuring syllabi for teacher education - the case of ATTI.
- Skott, J. (2000). Mathematics teachers and curriculum reform: planned participation and forced autonomy as two sides of the same coin. Proceedings from the Nordic workshop on mathematics education, Umeå, 1998. 104-114.
Bok (Övrigt vetenskapligt)
- Skott, J., Skott, C.K., Jess, K., Hansen, H.C. (2018). Delta 2.0 : Fagdidaktik 1-10 klasse. Frederiksberg, Samfundslitteratur.
- Hansen, H.C., Schou, J., Jess, K., Skott, J. (2013). Matematik for lærerstuderende : Geometri, 1.-6. klasse. Frederiksberg, Samfundslitteratur.
- Jess, K., Hansen, H.C., Schou, J., Skott, J. (2013). Matematik for lærerstuderende : Tal, algebra og funktioner, 1.-6 klasse. Frederiksberg, Samfundslitteratur.
- Schou, J., Jess, K., Hansen, H.C., Skott, J. (2013). Matematik for lærerstuderende : Tal algebra og funktioner, 4.-10. klasse. Frederiksberg, Samfundslitteratur.
- Hansen, H.C., Schou, J., Jess, K., Skott, J. (2013). Matematik for lærerstuderende : Geometri, 4.-10. klasse. Frederiksberg, Samfundslitteratur.
- Jess, K., Skott, J., Hansen, H.C. (2012). Matematik for lærerstuderende : My, Elever med særlige behov. Frederiksberg, Danmark, Samfundslitteratur.
- Skott, J., Hansen, H., Jess, K., Schou, J. (2010). Matematik för lärare : Y Grundbok Band 1. Malmö, Gleerups Utbildning AB.
- Skott, J., Hansen, H.C., Jess, K., Schou, J. (2010). Matematik för lärare : Υ Grundbok Band 2. Malmö, Gleerups Utbildning AB.
- Skott, J., Jess, K., Hansen, H.C. (2010). Matematik för lärare : δ Didaktik. Malmö, Gleerups Utbildning AB.
- Wedege, T., Skott, J. (2006). Changing views and practices? : A study of the Kapp-Abel mathematics competition : research report. Trondheim, Norway, NTNU.
Kapitel i bok, del av antologi (Övrigt vetenskapligt)
- Skott, J., Palmér, H. (2022). Att utveckla matematisk litteracitet. Didaktikens språk : Om skolundervisningens mål, innehåll och form. Gleerups Utbildning AB. 73-86.
- Skott, J. (2007). I begyndelsen var refleksionen. Læreruddannelsens didaktik, bd. 1. Århus, Denmark, Klim. 215-234.
- Skott, J. (2006). Teoretiske løkker i matematikkens didaktik - om relationen mellem empiri, teori og praksis. Fag og didaktikk i lærerutdanning. Kunnskap i grenseland. Oslo, Universitetsforlaget. 224-240.
- Skott, J., Weng, P. (2004). Centralised and decentralised decision-making in the Danish primary and lower secondary school: teacher autonomy and the curriculum. Mathematics education the Nordic way. Trondheim, Norway, NTNU-trykk. 73-83.
- Skott, J. (2004). Om at forstå de udlevede curricula - didaktik med matematik som eksempel. Didaktik på kryds og tværs. Copenhagen, Danmarks Pædagogiske Universiets Forlag. 77-96.
- Skott, J. (2002). Mongolian mathematics education 'in this period transition'. School development in Mongolia, 1992-2000. Copenhagen, CICED. 91-107.
Doktorsavhandling, monografi (Övrigt vetenskapligt)
- Skott, J. (2000). The images and practice of mathematics teachers. Doctoral Thesis. Copenhagen, The Royal Danish School of Educational Studies. 214.
Artikel, recension (Övrigt vetenskapligt)
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Skott, J., Watson, A. (2010). Book review : "Key works in radical constructivism" by Ernst von Glasersfeld and edited by Marie Larochelle. Research in Mathematics Education. 12 (1). 79-91.
Status: Publicerad
Artikel i tidskrift (Övrigt (populärvetenskap, debatt))
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Wedege, T., Skott, J. (2007). Potential för forandring? Resultat från ett forskningsprojekt om matematiktävlingen KappAbel. Nämnaren. 34 (3). 53-56.
Status: Publicerad
Konferensbidrag (Övrigt (populärvetenskap, debatt))
- Skott, J. (2008). A cautionary note – is research still caught up in an implementer approach to the teacher?. The webpage of Symposium on the occassion of the 100th anniversary of ICMI.
Bok (Övrigt (populärvetenskap, debatt))
- Schou, J., Jess, K., Hansen, H.C., Skott, J. (2013). Matematik for lärerstuderende : Stokastik, 1.-10. klasse. Frederiksberg, Samfundslitteratur.
- Jess, K., Skott, J., Hansen, H. (2009). Matematik for lærerstudrende. MY : Elever med særlige behov. Frederiksberg, Denmark, Samfundslitteratur/Roskilde Universitetsforlag.
- Skott, J., Schou, J., Jess, K., Hansen, H.C. (2008). Matematik for lærerstuderende : Omega. 4.-10. klasse. Forlaget Samfundslitteratur, Frederiksberg, Danmark.
- Skott, J., Jess, K. (2008). Matematik for lærerstuderende : Delta. Fagdidaktik. Forlaget Samfundsliteratur, Frederiksberg, Danmark.
- Skott, J., Jess, K., Hansen, H.C., Schou, J. (2008). Matematik for lærerstuderende : Epsilon. 1.-6. klasse. Forlaget Samfundslitteratur, Frederiksberg, Danmark.
- Hansen, H., Skott, J., Jess, K. (2007). Matematik for lærerstuderende. Ypsilon : Basisbog, bd. 2. Frederiksberg, Denmark, Samfundslitteratur/Roskilde Universitetsforlag.
- Hansen, H., Skott, J., Jess, K. (2007). Matematik for lærerstuderende. Ypsilon : Basisbog, bd. 1. Frederiksberg, Danmark, Samfundsliteratur/Roskilde Universitetsforlag.