Malmö University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Inclusion in mathematics: the impact of the Principal
Linnéuniversitetet, Institutionen för matematikdidaktik (MD).ORCID iD: 0000-0002-4429-988X
2016 (English)In: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, no 18, p. 107-122Article in journal (Refereed) Published
Abstract [en]

The objective of this paper is to describe the means by which the principal affects the process of inclusion in mathematics from a teacher perspective. Two notions form the theoretical foundation: participation and inclusion. The participatory perspective is provided by Wenger’s theory of communities of practice (1998). When discussing inclusion, Asp-Onsjö’s (2006) notions of didactical, spatial, and social inclusion have been used. The results are presented in two parts: the first presents identified communities at the investigated school and the second identifies codes of impact pointing towards inclusion in mathematics. When combining the participatory and the inclusive perspectives, codes of impact regarding inclusion in mathematics in the different communities were identified. Although there are different codes of impact in the different communities, one can identify several recurring codes when investigating the impact of the principal. The most frequent is courses. Competence, didactical discussions and planning also recur in the different communities. Investigating these codes of impact, there appears to be a gap between the steering of the principal and what actually occurs. The results indicate that the principal’s impact on inclusion in mathematics in the realisation arena is relatively weak.

Place, publisher, year, edition, pages
Copenhagen, 2016. no 18, p. 107-122
Keywords [en]
communities of practice, inclusive mathematics education, organisation, principal, special education.
National Category
Didactics
Research subject
Mathematics education; Mathematics education
Identifiers
URN: urn:nbn:se:mau:diva-18714OAI: oai:DiVA.org:mau-18714DiVA, id: diva2:1477774
Projects
inkludering i matematik i grundskolanAvailable from: 2020-10-20 Created: 2020-10-20 Last updated: 2020-10-26Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Cursiv nr 18

Authority records

Roos, Helena

Search in DiVA

By author/editor
Roos, Helena
In the same journal
Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK]
Didactics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 158 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf