Inkluderande undervisning i matematik: En kvalitativ studie av elevers och lärares uppfattning av inkluderande matematikundervisning i skolår 7 och 8
Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
According to both national and international political regulations, the school should as far as it is possible include students with special needs in regular education. However, when implementing these political intentions regarding an including school environment, problems often arise. The aim of this studie has been to investigate the opinions of teachers and students when it comes to inclusive education in mathematics. The study has partly been based on interviews with students with special needs in mathematics. These students were included in regular mathematics groups. It has also partly been based on interviews with the teachers of these groups. To analyze the results, a phenomenographic approach has been used. By using this approach, it is the students and teachers’opinions that have been studied and the result is being presented in different categories of opinions.The result was many varying opinions regarding inclusive education and it thus showed how complex the work with students with special needs is. The teachers in the study had for example different opinions about what an inclusive approach to education is. The result showed various opinions among students and teachers about what possibilities and obstacles an inclusive approach to education has when it comes to how the students’ learning process.
Place, publisher, year, edition, pages
inclusion, phenomenograpy, special education, students with special needs, mathematic education
IdentifiersURN: urn:nbn:se:umu:diva-97049OAI: oai:DiVA.org:umu-97049DiVA: diva2:770126
Subject / course
Special Edcation Programme