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Svensson Källberg, P. & Roos, H. (2025). Meaning(s) of a student perspective in mathematics education research. Educational Studies in Mathematics
Open this publication in new window or tab >>Meaning(s) of a student perspective in mathematics education research
2025 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816Article, review/survey (Refereed) Epub ahead of print
Abstract [en]

This systematic literature review explores meaning(s) of a student perspective in mathematics education research by investigating the intentionalities of research texts that use a student perspective. The study views research texts as being produced in and infuenced by the context and the discourses in which they are submerged. In exploring the meaning(s) of a student perspective in mathematics education research, we draw on Skovsmose’s intentionality interpretation of meaning. A total of 98 unique research texts were explored, resulting in three meanings of student perspectives in mathematics education research: ‘feelings, experiences, and views’, ‘evaluating interventions’ and ‘validating efects’. The results show that student perspectives in mathematics education research predominantly consisted of studies with the intentionalities of evaluation and validation having a “regular” student in mind. Perspectives from students with certain characteristics, like underserved students and students in diferent performance levels, are scarce. While the fndings might not be surprising, this literature review nonetheless calls for rethinking student perspectives in mathematics education research to include research with students that recognize students’ diverse backgrounds. We end the article by suggesting a desire-based research approach to seriously address students’ hopes, wishes, aspirations, and desires in mathematics education research. 

Place, publisher, year, edition, pages
Springer, 2025
Keywords
Systematic literature review, Student perspectives, Student voices, Mathematics education, Intentionalities, Intentionality interpretation of meaning
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-72900 (URN)10.1007/s10649-024-10374-w (DOI)001389770700001 ()2-s2.0-85214215650 (Scopus ID)
Available from: 2025-01-06 Created: 2025-01-06 Last updated: 2025-01-27Bibliographically approved
Grundén, H. & Roos, H. (2024). Diversity as a resource in mathematics teaching. In: Häggström, J., Kilhamn, C., Mattsson, L., Palmér, H., Perez, M., Pettersson. K., Röj-Lindberg, A.-S. & Teledahl, A. (Ed.), Mediating mathematics.Proceedings of MADIF14: . Paper presented at MADIF14: The fourteenth research conference in mathematics education, 19 - 20 March, Örebro, Sweden.. Svensk förening för MatematikDidaktisk Forskning - SMDF
Open this publication in new window or tab >>Diversity as a resource in mathematics teaching
2024 (English)In: Mediating mathematics.Proceedings of MADIF14 / [ed] Häggström, J., Kilhamn, C., Mattsson, L., Palmér, H., Perez, M., Pettersson. K., Röj-Lindberg, A.-S. & Teledahl, A., Svensk förening för MatematikDidaktisk Forskning - SMDF, 2024Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This presentation is about diversity in mathematics classrooms, something all teachers need to relate to. A common way to meet diversity is Differentiated Instruction (DI). However, DI is questioned and might not be enough, hence, ideas from DI and previous research about inclusion in mathematics and planning have been used to develop a framework. The framework, Diversity Valued Instruction (DVI), emphasizes diversity as a resource in mathematics teaching. Results from a pilot study in which a group of teachers was presented with the framework show that the deficit perspective dominates the discussion and that adjustments are mainly about compensating for deficits. However, there is a glimpse of DVI, and teachers express care for students. The results contribute with important insights in the design of an upcoming study. 

Place, publisher, year, edition, pages
Svensk förening för MatematikDidaktisk Forskning - SMDF, 2024
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-71267 (URN)
Conference
MADIF14: The fourteenth research conference in mathematics education, 19 - 20 March, Örebro, Sweden.
Available from: 2024-09-18 Created: 2024-09-18 Last updated: 2024-10-01Bibliographically approved
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, 56(3), 435-446
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 1863-9704, Vol. 56, no 3, p. 435-446Article in journal (Refereed) Published
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: 2024-08-02Bibliographically approved
Roos, H. (2024). Inclusive Learning Environments for Mathematics Education from a Student Perspective (1ed.). In: In: Barzel, B., Büchter, A., Rütten, C., Schacht, F., Weskamp-Kleine, S. (eds) (Ed.), Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule (pp. 85-95). Wiesbaden: Springer Spektrum
Open this publication in new window or tab >>Inclusive Learning Environments for Mathematics Education from a Student Perspective
2024 (English)In: Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule / [ed] In: Barzel, B., Büchter, A., Rütten, C., Schacht, F., Weskamp-Kleine, S. (eds), Wiesbaden: Springer Spektrum , 2024, 1, p. 85-95Chapter in book (Refereed)
Abstract [en]

This chapter discusses important issues when building inclusive mathematical learning environments in mathematics education from a student perspective. A theoretical model of what an inclusive mathematical learning environment can be is presented. In the model three themes are visible: pedagogical and didactical environment, physical and organizational environment, and student-centered learning environment. Results from a previous study of students meaning of inclusion in mathematics (Roos, 2019a) is reanalyzed with the theoretical model. The result show that from a student perspective issues within all three themes are pinpointed. In the theme pedagogical and didactical environment use of textbooks, “going-through”, discussions and working with peers, eacher explanations and teaching approaches was pinpointed. In the theme physical and organizational environment placement in discussions in the classroom and getting support in a small group outside the classroom was pinpointed. In the theme student-centered learning environment the responsiveness of the (special) teacher and being valued as students in SEM was pinpointed. All through the themes it can be seen that the importance of the teacher, and the teacher’s ability to notice, relate and adjust is significant. Hence, to be able to reach inclusion in mathematics education, teachers need to get possibilities to develop an understanding of, and knowledge about inclusive learning environments for mathematics education.

Place, publisher, year, edition, pages
Wiesbaden: Springer Spektrum, 2024 Edition: 1
Keywords
inclusion in mathematics learning environments
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-71264 (URN)10.1007/978-3-658-43964-4_6 (DOI)978-3-658-43964-4 (ISBN)978-3-658-43963-7 (ISBN)
Available from: 2024-09-18 Created: 2024-09-18 Last updated: 2024-09-23Bibliographically approved
Bagger, A. & Roos, H. (2024). Inkludering och likvärdighet i och genom matematikundervisning. MONA Matematikk og naturfagdidaktik, 24(Særnummer), 50-63
Open this publication in new window or tab >>Inkludering och likvärdighet i och genom matematikundervisning
2024 (Swedish)In: MONA Matematikk og naturfagdidaktik, ISSN 1604-8628, E-ISSN 2245-8948, Vol. 24, no Særnummer, p. 50-63Article in journal (Refereed) Published
Abstract [sv]

Denna artikel skildrar hur inkludering och likvärdighet villkoras och kan stödjas genom matematikundervisning och rapporterar resultat från samarbetsprojektet “Mathematics is MInE”. Inledningsvis skildras inkludering och likvärdighet i matematikämnet i Sverige och tidigare forskning. Därefter presenteras principer som kan användas för att kartlägga och förstå hur inkludering och likvärdighet blir till. För att illustrera den skolutveckling som pågick parallellt med forskningsprojek- tet presenteras två fiktiva fall med tillhörande diskussionsfrågor. Dessa kan nyttjas för att fördjupa kunskap om hur likvärdighet och inkludering kan villkoras och stödjas på individ-, grupp- och orga- nisationsnivå även i andra kontexter. Slutligen diskuteras implikationer för forskning och praktik.

Place, publisher, year, edition, pages
Institut for Naturfagenes Didaktik, Københavns Universitet, 2024
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-71904 (URN)
Available from: 2024-11-05 Created: 2024-11-05 Last updated: 2024-11-05Bibliographically approved
Roos, H. & Hofverberg, H. (2024). Learning environments in mathematics: through policy and student’s experiences and of being in specific mathematical difficulties. Paper presented at CIEAEM74 Mathematics and practices: Actions for futures, August 15-19 2023, Malmö, Sweden. Quaderni di Ricerca in Didattica" QRDM (Mathematics), 13
Open this publication in new window or tab >>Learning environments in mathematics: through policy and student’s experiences and of being in specific mathematical difficulties
2024 (English)In: Quaderni di Ricerca in Didattica" QRDM (Mathematics), ISSN 1592-5137, E-ISSN 1592-4424, Vol. 13Article in journal (Refereed) Published
Abstract [en]

 This paper presents results of how students in specific mathematical difficulties perceived, conceived, and lived learning environments in mathematics. Videos from the National Agency for Special Needs Education and Schools of four students in specific mathematical difficulties, talking about their experiences of mathematical teaching and learning through their schooling were analyzed. Henri Lefebvre’s ideas of the “production of space” is used as a theoretical guide to analyze the perceived, conceived and lived learning environments in mathematics. The results show three perceived spaces: traditional learning space, test-space, and learning space at home. The conceived space is about the way they were supposed to, and the lived space is a space of exclusion. Conclusions are that the students describe learning environments in mathematics rather statically and negatively, and that there is a need to interrupt the selective traditions of mathematics to meet diversity. 

Place, publisher, year, edition, pages
Departimento di Matematica e Informatica, University of Palermo, Italy, 2024
Keywords
specific mathematical difficulties, learning environments in mathematics
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-69116 (URN)
Conference
CIEAEM74 Mathematics and practices: Actions for futures, August 15-19 2023, Malmö, Sweden
Available from: 2024-06-18 Created: 2024-06-18 Last updated: 2024-12-10Bibliographically approved
Roos, H., Ljungblad, A.-L. & Walfridsson, J. (2024). Specifika matematiksvårigheter – diagnos och pedagogiska och didaktiska anpassningar. Paper presented at 11. konference i Nordic Research Network on Special Needs Education in Mathematics (NORSMA). MONA Matematikk og naturfagdidaktik, 24(Særnummer), 39-50
Open this publication in new window or tab >>Specifika matematiksvårigheter – diagnos och pedagogiska och didaktiska anpassningar
2024 (Swedish)In: MONA Matematikk og naturfagdidaktik, ISSN 1604-8628, E-ISSN 2245-8948, Vol. 24, no Særnummer, p. 39-50Article in journal (Refereed) Published
Abstract [sv]

Artikeln utgår ifrån kunskapsområdet specifika matematiksvårigheter och reflekterar och problematiserar hinder och möjligheter i relation till tvärvetenskaplig samverkan mellan utredningspraktik och matematikundervisning i en svensk kontext. De hinder och möjligheter som framträder visar på ett behov av en tvärvetenskaplig samverkan med förståelse för olika perspektiv. Parallellt finns även ett behov av ett förbättrat kunskapsläge på svensk nationell, regional och kommunal nivå inom vård och skola avseende specifika matematiksvårigheter för att kunna erbjuda adekvat stöd. Artikeln synliggör kunskapsbristen kring pedagogiska och didaktiska anpassningar grundat i förebyggande insatser som kan stödja elevernas hälsa och välmående. 

Place, publisher, year, edition, pages
Institut for Naturfagenes Didaktik, Københavns Universitet, 2024
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-71903 (URN)
Conference
11. konference i Nordic Research Network on Special Needs Education in Mathematics (NORSMA)
Available from: 2024-11-05 Created: 2024-11-05 Last updated: 2024-11-05Bibliographically approved
Bagger, A. & Roos, H. (2024). The mathematics is MInE, a model to facilitate Moments of Inclusion and Equity. In: : . Paper presented at ECER2024: European Conference on Educational Research, 27 - 30 August 2024, University of Cyprus, Nicosia, Cyprus.. European Educational Research Association
Open this publication in new window or tab >>The mathematics is MInE, a model to facilitate Moments of Inclusion and Equity
2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The pursuit of inclusion and equity in mathematics education is a multifaceted and complex endeavor fraught with intricate processes anda multilayered challenge (Kollosche et al., 2019). The strive towards inclusion and equity is highly present in policy and practice in manynational educational curricula. At the same time, this goal is beset with dilemmas that permeate the mission of mathematics education toensure equity and inclusion for all learners (Tan et al., 2019). Fundamental questions concerning the opportunities provided by teaching toaccess learning, is at the heart of this matter (Au, 2008; Peters & Oliver, 2009). This teaching deals with instantaneous moments wherecomplex processes and multitudinous challenges appear (Kollosche et al., 2019). When being able to adress these challenges in thefluent, lived, and contextual teaching moments of inclusion and equity are facilitated (Roos & Bagger, 2021). Hence, the purpose of thispaper is to elaborate on a theoretical model to facilitate inclusion and equity in the mathematics classroom. For this reason, the followingresearch question have guided the work: What composes moments of inclusion and equity in the mathematics teaching in a diversity ofclassrooms and schools? Hence, the outcome of this paper is a model, which also is a first step into trying the model out by schools in theproceeding of the project.

Place, publisher, year, edition, pages
European Educational Research Association, 2024
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-71268 (URN)
Conference
ECER2024: European Conference on Educational Research, 27 - 30 August 2024, University of Cyprus, Nicosia, Cyprus.
Available from: 2024-09-18 Created: 2024-09-18 Last updated: 2024-10-01Bibliographically approved
Roos, H. (2024). The Mathematics is MInE Workshop: Developing a Teaching Model for Inclusion and Equity. In: Häggström, J., Kilhamn, C., Mattsson, L., Palmér, H., Perez, M., Pettersson. K.,Röj-Lindberg, A.-S. & Teledahl, A. (Ed.), The fourteenth research conference in mathematics education: Mediating mathematics.Proceedings of MADIF14.: . Paper presented at MADIF 14: The fourteenth research conference in mathematics education, 19 - 20 March 2024, Örebro, Sweden.. Swedish society for research in mathematics education
Open this publication in new window or tab >>The Mathematics is MInE Workshop: Developing a Teaching Model for Inclusion and Equity
2024 (English)In: The fourteenth research conference in mathematics education: Mediating mathematics.Proceedings of MADIF14. / [ed] Häggström, J., Kilhamn, C., Mattsson, L., Palmér, H., Perez, M., Pettersson. K.,Röj-Lindberg, A.-S. & Teledahl, A., Swedish society for research in mathematics education , 2024Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of this workshop is to present and elaborate on a teaching model designed to facilitate inclusion and equity in mathematics education. Stemming from "the mathematics is MInE project" and influenced by Ainscow's inclusion and equity framework, the model encompasses core elements for mathematics education to benefit every student. By discussing the core elements, addressing common dilemmas, and exercising professional judgment, we aim to develop the model in order to provide a more inclusive and equitable mathematics education.

Place, publisher, year, edition, pages
Swedish society for research in mathematics education, 2024
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-71266 (URN)
Conference
MADIF 14: The fourteenth research conference in mathematics education, 19 - 20 March 2024, Örebro, Sweden.
Available from: 2024-09-18 Created: 2024-09-18 Last updated: 2024-09-23Bibliographically 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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4429-988X

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