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Handlingsplaner i matematik: Innebörd och Operationalisering av Likvärdighet
Linnaeus University, Faculty of Technology, Department of Mathematics.
Linnaeus University, Faculty of Technology, Department of Mathematics.
2019 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Action plans in mathematics : Meaning and Operationalization of Equity (English)
Abstract [en]

In the Swedish school as well as internationally, the concept of equity has in recent decades gained a prominent position. At the same time, the Swedish school has become municipalized and developed to become goal- and result driven, and one way of governing the results is by the development of various action plans. The purpose of this study, based on the above, has been to investigate equity in different action plans in mathematics focusing meaning and operationalization. With the help of critical discourse analysis (CDA), text from five different plans of action in mathematics has been examined. The result constructed three discourses of equity where equity is described and operationalized; equity as Achievement, equity as Access and equity as Power and Identity. As CDA states, by looking at the discourses in the social practice in which they operate and by realizing how power-relations shapes assumptions and actions around equity in a totality of politics, ideologies, pedagogy and economic and political strategies, changes can be achieved. In this way, the mathematical action plans can thus play a crucial role of influencing the view of equity as concept and meaning. By the writing of action plans, special education is given the opportunity to shape the way of looking at equity, but also how it could be operationalized in practice in order to get benefits in the society in the long run, and to increase the well-being of the individual.

Abstract [sv]

I såväl den svenska skolan som internationellt har begreppet likvärdighet under de senaste decennierna fått en alltmer framträdande position. Som ett parallellt spår har den svenska skolan blivit kommunaliserad och utvecklats till att bli mål- och resultatstyrd, där ett sätt att styra är genom utvecklandet av olika handlingsplaner. Syftet med denna studie har utifrån ovanstående ansats varit att undersöka likvärdighet i olika handlingsplaner i matematik med avseende på innebörder och operationalisering. Med hjälp av kritisk diskursanalys (CDA) har texten i fem olika handlingsplaner i matematik granskats. Resultatet visar att tre diskurser av likvärdighet är gällande inom vilka likvärdighet beskrivs och operationaliseras; likvärdighet som Prestation, likvärdighet som Tillgång samt likvärdighet som Makt och Identitet. Genom att se diskurserna i den sociala praktik inom vilken de verkar och hur maktrelationer formar antaganden och handlingar kring likvärdighet i en social helhet av politik, ideologier, pedagogik samt ekonomiska och politiska strategier kan, likt CDA anger, förändring äga rum. På detta sätt kan handlingsplanen alltså inta rollen som en påverkansfaktor. Genom författandet av handlingsplaner ges så specialpedagogiken möjlighet att forma sättet att se på likvärdighet samt hur denna i praktiken kan operationaliseras så att samhället i förlängningen gynnas och välmående för individen ökar. 

Place, publisher, year, edition, pages
2019. , p. 72
Keywords [en]
Equity, Mathematical education, Critical Discourse Analysis, Action plans in mathematics, Quality Management
Keywords [sv]
Likvärdighet, Matematikundervisning, Kritisk diskursanalys, Handlingsplan i matematik, Kvalitetsarbete
National Category
Mathematics Didactics Pedagogy
Identifiers
URN: urn:nbn:se:lnu:diva-90224OAI: oai:DiVA.org:lnu-90224DiVA, id: diva2:1372078
Subject / course
Didactics of Mathematics
Educational program
Speciallärarprogrammet Specialisering mot matematikutveckling
Supervisors
Examiners
Available from: 2019-11-22 Created: 2019-11-21 Last updated: 2019-11-22Bibliographically approved

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Johansson, Åsa MariaLindegren-Österholm, Cecilia
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