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Roos, H. & Bagger, A. (2024). Ethical dilemmas and professional judgment as a pathway to inclusion and equity in mathematics teaching. ZDM - the International Journal on Mathematics Education
Open this publication in new window or tab >>Ethical dilemmas and professional judgment as a pathway to inclusion and equity in mathematics teaching
2024 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study focuses on ethical dilemmas that arise in moments of inclusion and equity in mathematics teaching and how they might be tackled through teachers’ professional judgment. Skovsmose’s inclusive landscapes of investigation approach was used to design the study and to collect teachers’ joint reflections on moments of inclusion and equity in their teaching. Ethical dilemmas and professional judgment were the analytical foci for a qualitative thematic content analysis. Three explorative workshops were held with two teams of teachers from two schools in Sweden. The analysis identified three themes of ethical dilemma, and ways in which these were responded to by teachers’ professional judgment: (1) dilemmas of diversity and acting justly; (2) dilemmas of resources and allocating them fairly; (3) dilemmas of values and recognising diversity. We conclude that mathematics teachers’ professional judgments involve showing bravery, going outside of the norm, negotiating values and duties, listening to the students, and throughout this, engaging in collegial learning in the best interests of the learner.

Place, publisher, year, edition, pages
Springer, 2024
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-65007 (URN)10.1007/s11858-023-01540-0 (DOI)001141846500001 ()2-s2.0-85182205727 (Scopus ID)
Funder
Malmö University
Available from: 2024-01-15 Created: 2024-01-15 Last updated: 2024-02-05Bibliographically approved
Scherer, P., Gaidoschik, M., Moraová, H., Roos, H. & Andreas, U. (2023). An introduction to TWG25: Inclusive mathematics education – challenges for students with special needs. In: P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Ed.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13): . Paper presented at Congress of the European Society for Research in Mathematics Education (CERME13), 10-14 July 2023, Budapest, Hungary (pp. 4524-4531).
Open this publication in new window or tab >>An introduction to TWG25: Inclusive mathematics education – challenges for students with special needs
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2023 (English)In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) / [ed] P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya, 2023, p. 4524-4531Conference paper, Published paper (Refereed)
Abstract [en]

Inclusive mathematics education is a complex and multifaceted, under-researched area where research often requires collaboration between various fields of study – mathematics education, special education, pedagogy, psychology, etc. The Thematic Working Group ‘TWG25 – Challenges for Students with Special Needs’, established in 2019, is one of the platforms opening up space for collaborative research in this area. This means that TWG25 embraces research in very different fields of mathematics, research from the point of view of teachers, pupils, teacher education and classroom practices at all school levels from preschool education to upper secondary, even university level. The presented papers and posters give the opportunity to share but also to grow aware of what the field of inclusive mathematics education involves in an international context. Apart from the topics of the single papers and posters more general questions of inclusive mathematics are discussed in this introduction. 

Keywords
Inclusive mathematics, special education, teacher education, classroom practices, beliefs.
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-65540 (URN)978-963-7031-04-5 (ISBN)
Conference
Congress of the European Society for Research in Mathematics Education (CERME13), 10-14 July 2023, Budapest, Hungary
Available from: 2024-01-30 Created: 2024-01-30 Last updated: 2024-01-31Bibliographically approved
Roos, H. (2023). Exploring Ways to Design Mathematics Education Promoting Inclusion and Equity for Every Student. In: Kiyoji Koreeda; Masayoshi Tsuge; Shigeru Ikuta; Elizabeth Minchin Dalton; Linda Plantin Ewe (Ed.), Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles (pp. 166-181). Hershey, PA: IGI Global
Open this publication in new window or tab >>Exploring Ways to Design Mathematics Education Promoting Inclusion and Equity for Every Student
2023 (English)In: Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles / [ed] Kiyoji Koreeda; Masayoshi Tsuge; Shigeru Ikuta; Elizabeth Minchin Dalton; Linda Plantin Ewe, Hershey, PA: IGI Global, 2023, p. 166-181Chapter in book (Refereed)
Abstract [en]

This chapter aims to reflect on how to promote inclusion and equity in mathematics education by moving from defining them theoretically and identifying critical aspects to using them practically in designing the education. In this chapter, inclusive and equitable education is understood as an education striving to provide every student an opportunity to take part in learning processes in mathematics. Theoretically, the chapter combines Ainscow’s (2020) framework for inclusion and equity with Skovsmose’s (2019) notions of inclusive landscapes of investigation to create a conceptual framework for promoting inclusion and equity in mathematics education. The results of the meta-analysis display seven interrelated critical aspects: seeing the students; developing and anchoring inclusion and equity principles; having supportive administration and organization; employing educational strategies; utilizing tasks; recognizing representations; and having collaborations and mathematical discussions. These aspects need to be considered in the implementation of an inclusive and equitable mathematics.

 

Place, publisher, year, edition, pages
Hershey, PA: IGI Global, 2023
Keywords
equity, inclusion, mathematics education, participation.
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-60421 (URN)10.4018/978-1-6684-7370-2.ch010 (DOI)2-s2.0-85167666312 (Scopus ID)9781668473702 (ISBN)9781668473719 (ISBN)
Available from: 2023-06-12 Created: 2023-06-12 Last updated: 2023-12-12Bibliographically approved
Bagger, A. & Roos, H. (2023). Moments of inclusion and equity in the mathematics classroom. In: : . Paper presented at European Conference on Educational Research, ECER. 22 - 25 August 2023, Glasgow..
Open this publication in new window or tab >>Moments of inclusion and equity in the mathematics classroom
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper presents findings from a pilot study on equity and inclusion in the mathematics classroom. The pilot study is part of the project: Mathematics education for Inclusion and Equity (MInE) and has been ethically approved by the Swedish Ethical Review Authority. Moments of inclusion and equity is a concept that we explore and develop during this pilot. By inclusion and equity in mathematics we imply teaching that contributes to student empowerment, and their ability and agency to learn through striving for every student’s opportunity to participate (see Bagger 2017; Roos, 2019). 

National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-64281 (URN)
Conference
European Conference on Educational Research, ECER. 22 - 25 August 2023, Glasgow.
Available from: 2023-12-12 Created: 2023-12-12 Last updated: 2023-12-13Bibliographically approved
Roos, H., Fälth, L., Karlsson, L., Nilvius, C., Selenius, H. & Svensson, I. (2023). Promoting basic arithmetic competence in early school years–using a response to intervention model. Journal of Research in Special Educational Needs, 23(4), 313-322
Open this publication in new window or tab >>Promoting basic arithmetic competence in early school years–using a response to intervention model
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2023 (English)In: Journal of Research in Special Educational Needs, E-ISSN 1471-3802, Vol. 23, no 4, p. 313-322Article in journal (Refereed) Published
Abstract [en]

This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1–9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10–19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.

Place, publisher, year, edition, pages
John Wiley & Sons, 2023
Keywords
babasic arithmetic competence, early school years, mathematics, number sense, RTI
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-59635 (URN)10.1111/1471-3802.12602 (DOI)000986508900001 ()2-s2.0-85159067302 (Scopus ID)
Funder
Linnaeus UniversityMalmö University
Available from: 2023-05-22 Created: 2023-05-22 Last updated: 2023-10-18Bibliographically approved
Walfridsson, J., Ljungblad, A.-L., Roos, H. & Träff, U. (2023). Specific mathematical difficulties – diagnosis and pedagogical and didactic actions. In: : . Paper presented at NORSMA 2023 - The Nordic Research Network on Special Needs Education in Mathematics, Copenhagen, 23-24 November 2023.
Open this publication in new window or tab >>Specific mathematical difficulties – diagnosis and pedagogical and didactic actions
2023 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This is a presentation of an interdisciplinary project to investigate how diagnosis of specific mathematical difficulties and pedagogical and didactic actions for students who meet the diagnostic criteria for the diagnosis of dyscalculia (World Health Organization, 2022) can be developed and linked together to result in a more equal and health-promoting life situation for this group of students. 

National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-64279 (URN)
Conference
NORSMA 2023 - The Nordic Research Network on Special Needs Education in Mathematics, Copenhagen, 23-24 November 2023
Available from: 2023-12-12 Created: 2023-12-12 Last updated: 2023-12-13Bibliographically approved
Roos, H. (2023). Students’ voices of inclusion in mathematics education. Educational Studies in Mathematics, 113(2), 229-249
Open this publication in new window or tab >>Students’ voices of inclusion in mathematics education
2023 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 113, no 2, p. 229-249Article in journal (Refereed) Published
Abstract [en]

This study foregrounds three students who are regarded by their teachers as being in special educational needs in mathematics (SEM) and these same students voicing what inclusion in mathematics education means to them. In this study, inclusion is defined as processes of participation. Discourse analysis was applied when analysing these students’ voices of inclusion in mathematics education in two inclusive mathematics classrooms, with both classes aiming to include every student in the mathematics education. The three main Discourses which were identified were the Discourse of assessment, the Discourse of being in a mathematics classroom setting, and the Discourse of accessibility in mathematics education. The analysis of the Discourses indicates that they were affected by wider sociopolitical discourses. Furthermore, when inclusion is regarded as processes of participation in mathematics education, the results indicate that participation becomes more complex. Therefore, in this process, both ideological and societal issues, as well as individual and subject-specific issues, must be considered in the educational endeavour.

Place, publisher, year, edition, pages
Springer, 2023
Keywords
Access, Discourse analysis, Inclusion in mathematics education, Participation, Special educational needs in mathematics, Students’ voices
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-58449 (URN)10.1007/s10649-023-10213-4 (DOI)000940987200002 ()2-s2.0-85148996565 (Scopus ID)
Available from: 2023-03-01 Created: 2023-03-01 Last updated: 2023-07-04Bibliographically approved
Roos, H. & Bagger, A. (2022). Explicit instruction and special educational needs in mathematics in early school years. In: : . Paper presented at Twelfth Congress of the European Society of Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy (pp. 1-8).
Open this publication in new window or tab >>Explicit instruction and special educational needs in mathematics in early school years
2022 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This paper is an exploration of how an educational method, Explicit Instruction (EI), is used and reflected upon in research in relation to special educational needs in mathematics (SEM) in early school years. The current research front is put in relation to the Swedish curricula in mathematics and the Swedish school act (steering documents) to explore potential possibilities and challenges of the research findings in a Swedish context. The analysis was done in three steps: 1) a systematic search of research literature, 2) a content analysis of the literature 3) a relation of the results of to the steering documents. The exploration of the possibilities of EI displays that EI can contribute to every student’s learning by providing a distinct structure in relation to the mathematical content. It displays challenges for special education in mathematics regarding collaboration between teachers, the competence of teachers, and time to plan the EI and time for the students working with EI.

Keywords
Explicit instruction (EI), early years, special educational needs in mathematics.
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-54423 (URN)9791221025378 (ISBN)
Conference
Twelfth Congress of the European Society of Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy
Available from: 2022-08-17 Created: 2022-08-17 Last updated: 2023-12-15Bibliographically approved
Andersson, C. H., Boistrup, L. B. & Roos, H. (2022). Mathematics curriculum discourses on democracy: Critical thinking in the age of digital traces. In: Proceeding of the twelfth Congress of the European Society for Research in Mathematics Education: . Paper presented at Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy.
Open this publication in new window or tab >>Mathematics curriculum discourses on democracy: Critical thinking in the age of digital traces
2022 (English)In: Proceeding of the twelfth Congress of the European Society for Research in Mathematics Education, 2022Conference paper, Published paper (Refereed)
Abstract [en]

The use of people’s online digital traces has given rise to concerns for democracy. The digital traces may affect the individual’s life in unexpected and negative ways. Such traces may also be of importance for understanding the spread of disinformation and the like. This paper reports on a Foucault inspired discourse analysis of the Swedish upper secondary mathematics curriculum. Two discourses are construed in the intersection of critical thinking, democracy, and this new technology. Skovsmose’s concept of mathemacy is used to identify what is critical knowledge and what is not. The first construed discourse is, “With knowledge in formal mathematics, critical thinking on democracy will follow.” The second is, “Rather a personal career than a critical citizenship.” Neither of the discourses promotes a need for mathematics education to change due to new technology with regards to critical thinking.

Keywords
Critical mathematics education, digital traces, democracy, discourse, curriculum
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56686 (URN)9791221025378 (ISBN)
Conference
Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy
Available from: 2022-12-14 Created: 2022-12-14 Last updated: 2023-04-06Bibliographically approved
Grundén, H. & Roos, H. (2022). Planera för inkluderande matematikundervisning i ett stormigt landskap. In: Valero, Paola ; Björklund Boistrup, Lisa ; Christiansen, Iben Maj ; Norén, Eva (Ed.), Matematikundervisningens sociopolitiska utmaningar: (pp. 281-298). Stockholm: Stockholm University Press
Open this publication in new window or tab >>Planera för inkluderande matematikundervisning i ett stormigt landskap
2022 (Swedish)In: Matematikundervisningens sociopolitiska utmaningar / [ed] Valero, Paola ; Björklund Boistrup, Lisa ; Christiansen, Iben Maj ; Norén, Eva, Stockholm: Stockholm University Press, 2022, p. 281-298Chapter in book (Refereed)
Abstract [sv]

I detta kapitel diskuteras hur olika sociopolitiska vindar som blåser runt matematikundervisning påverkar förutsättningarna för både lärare och elever på olika nivåer. Fokus ligger på planering för en inkluderande matematikundervisning under dessa förutsättningar. Detta belyses utifrån de tidigare kapitlens ’vindriktningar’ samt vår egen forskning som fokuserar planering och inkludering i matematikundervisning. Utifrån de sociopolitiska beskrivningar som finns av mötet mellan elever, lärare och matematik kan vi se att det dels finns skillnader som uppträder över tid —förändringar som går från något mot något annat, men också förändringar som visar återkommande företeelser. För att synliggöra frågor om inkludering och planering inom ramen för dessa förändringar behövs en ständigt pågående debatt men det behövs också samverkan mellan forskare och lärare för att tillsammans kunna möta sociopolitiska utmaningar som uppstår när vi arbetar för en mer likvärdig och rättvis matematikundervisning. Det behövs även stöd och utrymme för lärare så att de kan tolka och navigera och genom ett informerat handlande planera för en inkluderande matematikundervisning.

Place, publisher, year, edition, pages
Stockholm: Stockholm University Press, 2022
Series
Stockholm Studies in Mathematics and Science Education series. ; 1
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56865 (URN)10.16993/bcc.m (DOI)978-91-7635-199-4 (ISBN)978-91-7635-198-7 (ISBN)
Available from: 2022-12-21 Created: 2022-12-21 Last updated: 2022-12-23Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4429-988X

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