Sökning: "inclusive mathematics education"

Visar resultat 1 - 5 av 6 avhandlingar innehållade orden inclusive mathematics education.

  1. 1. The meaning(s) of inclusion in mathematics in student talk : Inclusion as a topic when students talk about learning and teaching in mathematics

    Författare :Helena Roos; Despina Potari; Hanna Palmér; Nùria Planas; Linnéuniversitetet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; inclusion in mathematics; discourse analysis; students meaning s ; Matematikens didaktik; Mathematics education; Mathematical Education;

    Sammanfattning : This thesis contributes to research and practice within the field of special education in mathematics with more knowledge about, and an understanding of, students´ meaning(s) of inclusion in mathematics education. Three research questions guide the study: What meaning(s) is/are ascribed, and how is inclusion used, in mathematics education research? What meaning(s) do the students ascribe to inclusion in mathematics learning and teaching? And what frames students´ meaning(s) of inclusion in mathematics learning and teaching?The first part of this study began with a systematic literature review on the notion of inclusion in mathematics education research, and the search resulted in 1,296 research studies. LÄS MER

  3. 2. Teaching for Inclusive Mathematics Education : methodological, theoretical and empirical explorations

    Författare :Malin Gardesten; Hanna Palmér; Ann-Louise Ljungblad; Maria Christina Secher Schmidt; Linnéuniversitetet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; inclusive mathematics education; mathematics teaching; networking strategies; mathematical knowing; relational knowing; students’ participation; Mathematical Education; Matematikdidaktik;

    Sammanfattning : From an inclusive perspective in mathematics education, the aim of this Ph.D. thesis is to gain profound knowledge of didactical and relational aspects of mathematics teaching concerning students’ participation in mathematics education. LÄS MER

  4. 3. Harnessing teachers’ perspectives : Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom

    Författare :Elisabet Mellroth; Yvonne Liljekvist; Jorryt van Bommel; Héctor Pérez Prieto; Marianne Nolte; Karlstads universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; High ability; Gifted education; Professional development; Mathematics; Differentiated education; Inclusive education; Teachers; Positioning theory; Pedagogiskt arbete; Educational Work;

    Sammanfattning : There is a lack of research that explores teachers’ perspectives on teaching highly able pupils (HAPs) in the diverse ability classroom. Instead, pupils’ perspectives are common, such studies often concluding that teachers need more professional development or that they fail to support HAPs. LÄS MER

  5. 4. Pedagogic practice between tradition and renewal : A study of the new mathematics curriculum in Mozambique

    Författare :Balbina Mutemba; Candia Morgan; Luleå tekniska universitet; []
    Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Mathematics Education; Matematik och lärande;

    Sammanfattning : The new school mathematics curriculum in Mozambique, introduced in 2008, is partly competency-based and it advocates a more student-centred pedagogy. The most salient innovative features are the incorporation of mathematical competencies related to the development of students’ reasoning skills, including argumentation, justification and analytical thinking, and the use of heuristic or inductive methods that promote meaningful students’ participation. LÄS MER

  7. 5. Delaktighet för elever med olika förkunskaper i matematik : en interdisciplinär studie om betydelsen av undervisningens utformning och genomförande för elevers lärande

    Författare :Anna Lövström; Johan Malmqvist; Constanta Olteanu; Gunilla Lindqvist; Linnéuniversitetet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; inclusive education; interdisciplinary research; learning; learning study; mathematical discourse; participation; teaching; variation theory; whole numbers.; Education; Pedagogik; Special Education; Specialpedagogik;

    Sammanfattning : This dissertation is about developing our knowledge of teaching and student learning through examining teaching that has been designed and implemented with in a learning study. Applying an interdisciplinary approach, this research builds knowledge of how teaching can be designed and implemented for young students with different prior knowledge of mathematics. LÄS MER