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Students, from four demographically different schools, constructed a collective synthesis of their many years’ experience of mathematics classrooms. Transcriptions were subjected to a constant comparison analysis, which yielded a consistent lesson structure. This comprised a period, known as a genomgång, during which teachers‘go through’ something, followed by periods of individual work from the book. While there was some variation in the manifestation of both elements of the lesson, students were remarkably consistent in their summary of the typical lesson structure.  \nKey words: Sweden; upper secondary students; mathematics; lesson structure, group interview  \nMSC2010 code: 97D40  \n1. Introduction  \nCulture permeates every aspect of education but its influence frequently goes unacknowledged. Those whose lives are dominated by school – cleaners, caretakers, kitchen workers, ground staff, parents, administrators, teachers and, of course, students – can be forgiven for not noticing, because culture is ordinary (Williams, 1958) and those immersed in a school’s day-to-day activities typically do not seethe uniqueness of those experiences. But they are consequences of culture’s influence on every aspect of how schools function. Culture explains why, for example, some systems expect students to attend school in uniform and others do not. Culture explains why some systems group their students by ability, gender or religion and others do not. It explains the timing and length of the school day and whether all days are structured according to central diktat or local preference. It even explains variation in the architecture of school buildings. It explains decisions with respect to the deployment of generalist and specialist teachers and, in the case of the latter, whether teachers remain in their classrooms while students come and go or students remain in their classroom while teachers come and go. It explains the length of compulsory education and the number of years allocated to its primary and secondary phases. In short, culture explains the affordances and constraints a system places on children’s learning.  \nFrom the perspective of mathematics, culture influences the ways in which it is presented in classrooms and the behavioural expectations of participants within them. It determines the nature of textbooks and the manner of their production and deployment. It determines the amount of time given to the subject annually and expectations of an optimal lesson length. It determines how homework is integrated into the programme of teaching and learning and, of course, it determines the extent to which problem solving is integral or peripheral. In other words, every aspect of mathematics didactics is culturally normative and, in light of such matters, it is surprising how little is known about how mathematics is experienced by millions of learners across the world. In this paper, drawing on upper secondary students’interview narratives, we address two objectives. The first is to elicit students’ perspectives on the typical Swedish mathematics lesson. The second is to examine the efficacy of group interviews as an approach to eliciting those perspectives. But first, we consider the literature on the culturally determined nature of the mathematics classroom.  \n2. Mathematics teaching as a cultural activity  \nSeveral studies of the 1990s, particularly the Trends in International Mathematics and Science Study (TIMSS) video studies (Hiebert et al., 2003; Stigler, Gonzales, Kawanaka, Knoll, & Serrano, 1999) and the Survey of Mathematics and Science Opportunities (Schmidt et al., 1996), concluded that mathematics teaching, drawing on a subconscious routine and consistent re-enactment of particu","cbCailTqo2Xt1aLK","https://ap.wps.com/l/cbCailTqo2Xt1aLK","pdf",404016,13,"English","# Introduction\n## Culture and education\n## Mathematics teaching as a cultural activity\n# Mathematics teaching as a cultural activity\n## International research background","[{\"question\":\"What research question does the paper address?\",\"answer\":\"It elicits upper secondary students’ perspectives on the typical Swedish mathematics lesson and examines how effective group interviews are for obtaining those perspectives.\"},{\"question\":\"How did the researchers analyze the interview data?\",\"answer\":\"They subjected transcriptions to a constant comparison analysis to derive a consistent lesson structure.\"},{\"question\":\"What typical lesson structure do students describe?\",\"answer\":\"Students describe a lesson with a teacher-led genomgång, followed by periods of individual work from the book, with some variation in how these elements are manifested.\"}]","SWEDISH UPPER SECONDARY STUDENTS’ PERSPECTIVES ON THE TYPICAL MATHEMATICS LESSON - Abstract | PDF",1792065840,33]