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Inkludering och matematiksvårigheter: En litteraturstudie av forskning om utmaningar med inkludering av elever i matematiksvårigheter
Örebro University, School of Science and Technology.
Örebro University, School of Science and Technology.
2014 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Inclusion and Mathematic Disabilities : A Literature Review of Research on the Challenges of Inclusion of Students with Mathematic Disabilities (English)
Abstract [sv]

Denna systematiska litteraturstudie upprättats av intresse att undersöka hur inkludering påverkar eleverna i matematiksvårigheter. Syftet med studien är att beskriva de utmaningar som läraren ställs inför vid inkludering av elever i matematiksvårigheter. Detta leder även till att det blir av intresse att undersöka sambandet mellan begreppen inkludering och elever i matematiksvårigheter. Resultatet visar på att många forskare ställer sig positiva till inkludering, men menar att lärare behöver mer kompetens på området. Det påvisas även att inkludering inte passar alla elever i matematiksvårigheter. Detta bland annat genom de signifikanta nivåskillnaderna som kan uppstå i en inkluderande matematikundervisning. Slutsatser som dragits i studien är att det behövs mer forskning på området, men även att de utmaningar läraren ställs inför vid inkludering av elever i matematiksvårigheter är väldigt individuellt.

Abstract [en]

This systematic literature review has an interest to investigate how inclusion affects students in mathematic disabilities. The purpose of this study is to highlight the challenges that teachers face with including students with mathematic disabilities. This also leads to an interest to investigate the relationship between concepts of inclusion and students in mathematic disabilities. Results show that many researchers are in favor of inclusion, but argues that teachers need more skills in the subject. It also demonstrates that inclusion doesn’t fit all students in mathematic disabilities. This particular by the significant differences in levels that can occur in an inclusive mathematic class-room. Conclusions made in this study are that more research is needed, but also that challenges teacher’s face with inclusion of students with mathematic disabilities is very individual.

Place, publisher, year, edition, pages
2014. , 34 p.
Keyword [en]
mathematic, mathematic disabilities, inclusion, challenges, impact, cognitive disabilities
Keyword [sv]
matematik, matematiksvårigheter, inkludering, utmaningar, påverkansfaktorer, kognitiva svårigheter
National Category
Mathematics
Identifiers
URN: urn:nbn:se:oru:diva-36909OAI: oai:DiVA.org:oru-36909DiVA: diva2:747633
Subject / course
Mathematics
Supervisors
Examiners
Available from: 2014-09-17 Created: 2014-09-17 Last updated: 2017-10-17Bibliographically approved

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CiteExportLink to record
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