Newly arrived students in mathematics classrooms in Sweden
2015 (English)Conference paper (Refereed)
In this paper we discuss how newly arrived students experience, and perform in, school mathematics. There is little research on immigrant students' initial time in Swedish school, and it is methodologically underdeveloped. Our own research will be revisited, and we give an account of the methodologies we have developed. We look for analytical tools using both qualitatively as well as quantitatively, to interpret classroom interaction, social practises, individual performance and achievement. Our attention to diversity and equity issues includes avoiding deficit discourses explaining both success and failure in school mathematics, in relation to backgrounds, language and culture.
Place, publisher, year, edition, pages
newly arrived, mathematics education, methodology, foreground, achievement
Research subject Mathematics Education
IdentifiersURN: urn:nbn:se:su:diva-126575OAI: oai:DiVA.org:su-126575DiVA: diva2:901319
9th Congress of European Research in Mathematics Education (CERME 9), Prague, Czech Republic, 4-8 February 2015