Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
I just don’t like math, or I think it is interesting, but difficult …: Mathematics classroom setting influencing inclusion
Linnaeus University, Faculty of Technology, Department of Mathematics.ORCID iD: 0000-0002-4429-988X
2019 (English)In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. / [ed] U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis, European Society for Research in Mathematics Education, 2019, article id hal-02431497Conference paper, Published paper (Refereed)
Abstract [en]

This research reports on a study investigating how three students perceived as being in special educational needs in mathematics (SEM), either as students in access to mathematics or as students in struggle to get access, talk about participation in mathematics education. Discourse analysis is used as a theory and a tool to investigate the students’ own stories of learning and teaching in an inclusive mathematics classroom. The results show that students’ participation in mathematics education is influenced by how the mathematics education is set up. That is, how the organisation of the mathematics classroom and students being in a small group influence students’ participation.The results also show that even though the same issues of the organisation influence the three students, there is a diversity within the issues, calling for a critical question, is the inclusive classroom setting really inclusive in terms of participation and access to mathematics?

Place, publisher, year, edition, pages
European Society for Research in Mathematics Education, 2019. article id hal-02431497
Keywords [en]
Discourse analysis, inclusion, participation, special educational needs in mathematics.
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-91166OAI: oai:DiVA.org:lnu-91166DiVA, id: diva2:1387991
Conference
Eleventh Congress of the European Society for Research in Mathematics Education (CERME 11), Utrecht University, 6-10 Feb, 2019
Available from: 2020-01-23 Created: 2020-01-23 Last updated: 2020-01-30Bibliographically approved

Open Access in DiVA

fulltext(806 kB)2 downloads
File information
File name FULLTEXT01.pdfFile size 806 kBChecksum SHA-512
9199ee204a5b5132520252edcff567eaff42bb5ec21b232d49aaa35f69f25d77ec109f21e3c5e7135d3bc5abe69a2cd30ab3dad0996a30a00bee9628c4ccd94e
Type fulltextMimetype application/pdf

Other links

Fulltext

Search in DiVA

By author/editor
Roos, Helena
By organisation
Department of Mathematics
Didactics

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 9 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf