This study investigates how cultural and linguistic diversity is discursively construed in mathematics teacher education for Grades 4–6 in Sweden at policy level. Discourse analysis was used to examine 55 mathematics course syllabi and 20 educational curricula from various Swedish universities. The analysis uncovered how cultural and linguistic diversity is framed in policy, and what assumptions and values underpin these framings. The analysis identified two dominant Discourses: the cultural and linguistic homogeneity Discourse, which emphasises a monolingual norm, and the cultural and linguistic plurality Discourse, which acknowledges and values students’ diverse backgrounds. Further, it revealed that cultural and linguistic diversity is largely marginalized in the policy documents. Tensions and inconsistencies in how diversity is addressed were identified, suggesting incoherence in the guidance provided to pre-service teachers. These insights aim to encourage policymakers and teacher educators to critically reflect on how diversity is framed and addressed in teacher education, thereby preparing pre-service teachers for the realities of culturally and linguistically diverse mathematics classrooms.

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. 

Denna systematiska översikt riktar sig till lärare och annan pedagogisk personal som medverkar i undervisning med elever med intellektuell funktionsnedsättning (IF) på grundskole- eller gymnasienivå.

Syftet är att visa på möjligheter att stödja elevernas delaktighet och lärande. Undervisning med elever med IF innebär ett mångfacetterat uppdrag. Utöver att främja elevernas lärande i ämnen och ämnesområden syftar undervisningen till att stärka deras självständighet och sociala förmåga, kompetenser som är avgörande för att kunna leva ett meningsfullt och delaktigt liv. Detta är ett mål för all utbildning, men särskilt angeläget att lyfta fram i undervisning för elever med IF, då dessa elever ofta har mer begränsade möjligheter till aktivt samspel med andra. Historiskt sett har de även varit utestängda från många delar av samhällslivet.

För att eleverna ska ges möjlighet att växa in i rollen som aktiv samhällsmedborgare behöver undervisningen vila på en grund av delaktighet, där elever inte bara inkluderas i yttre former, utan också ges möjlighet att bidra på ett sätt som är både synligt och meningsfullt i undervisningen. När delaktighet ses som en grundläggande princip snarare än ett slutmål, skapas förutsättningar för både ämneslärande och utveckling av självständighet och social kompetens.

Översiktens resultat bygger på 15 praktiknära forskningsstudier av undervisning i klassrummet, med fokus på interaktion och kommunikation mellan lärare och elever med IF. Frågeställningarna besvaras utifrån resultaten i studierna och formuleras enligt följande:

Hur ser elevernas deltagande och lärande ut i de studerade undervisningssituationerna?Vilka möjligheter och hinder för elevernas deltagande och lärande framträder i de studerade undervisningssituationerna?

Översiktens resultat

Resultatkapitlet är indelat i tre avsnitt. I de två första avsnitten visas hur interaktion och kommunikation mellan lärare och elever utvecklas, med särskilt fokus på de återkommande mönster som uppstår. Elevernas deltagande och lärande blir synligt genom hur interaktionen tar form i undervisningssituationerna. Det tredje avsnittet ger mer konkret vägledning i hur lärare kan styra interaktion och kommunikation på sätt som främjar elevers aktiva delaktighet och lärande. Detta sker genom användning av olika undervisningsstrategier som blir en del av lärarens didaktiska handlingskompetens.

Studierna i översikten berör undervisning i olika ämnen och ämnesområden, som kommunikation, svenska, matematik och slöjd. Samtliga elever som deltar har en intellektuell funktionsnedsättning, från lindrig till mycket svår, och vissa har även ytterligare funktionsnedsättningar

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. 

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.

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.

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.

 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.