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Different student achievement profiles in a learning study about integers: are the students included?
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change. (RIDE;VÄMA)ORCID iD: 0000-0001-6176-8898
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change. Jönköping University, Sweden. (RIDE)ORCID iD: 0000-0001-8598-3365
Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change. (VÄMA)ORCID iD: 0000-0001-5753-444X
2021 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 10, no 1, p. 17-32Article in journal (Refereed) Published
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Abstract [en]

Purpose: The aim of this study is to investigate achievement profiles in mathematics when integers are taught in a learning study in grade three (to children 8–9 years old) and to explore to what extent students with such profiles participate in inclusive teaching and learning practices. Design/methodology/approach: Data from a previous learning study are re-analysed, supported by a framework that enables the investigation of inclusive practices. In the present study, inclusion and achievement are viewed as interrelated, meaning that student achievement must be incorporated in the definition of inclusion. The analysis is based on documentation of a video-recorded lesson and on identical tests conducted before and after the lesson. Findings: The general framing of the learning study indicates an inclusive practice, while pre- and post-test achievement together with data from the lesson reveal a mixed picture concerning student achievement and inclusion. The analysis of the pre- and post-test results for the 16 students in the class indicates considerable diversity in student achievement, resulting in four achievement profiles. The main conclusion is that some students gained from participating in the learning study lesson while others did not. The extensive analysis of four students' participation, one for each profile, shows that differences in student achievement are related to the extent to which students participate in inclusive teaching and learning practices. Originality/value: While previous research on learning studies has mainly considered average student achievement, this study focuses on individual variation in achievement and the reasons for it, a matter largely neglected in previous learning study research.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2021. Vol. 10, no 1, p. 17-32
Keywords [en]
Achievement, Inclusion, Inclusive classroom practice, Integers, Learning study, Participation
National Category
Learning
Research subject
Pedagogics and Educational Sciences; Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-99132DOI: 10.1108/IJLLS-06-2020-0036ISI: 000590948000001Scopus ID: 2-s2.0-85095717515OAI: oai:DiVA.org:lnu-99132DiVA, id: diva2:1505713
Available from: 2020-12-01 Created: 2020-12-01 Last updated: 2023-10-27Bibliographically approved
In thesis
1. Delaktighet för elever med olika förkunskaper i matematik: en interdisciplinär studie om betydelsen av undervisningens utformning och genomförande för elevers lärande
Open this publication in new window or tab >>Delaktighet för elever med olika förkunskaper i matematik: en interdisciplinär studie om betydelsen av undervisningens utformning och genomförande för elevers lärande
2023 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

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. The focus is on inclusive education and, in particular, on inclusive learning environments. Teaching and learning about whole numbers for students in grades 2 and 3 were studied.The empirical material, mainly comprising videotaped lessons and the results of identical knowledge tests that the students completed before and after the lessons, was collected in a learning study and used in two steps. First, the teaching characteristics were analysed at a collective level, mainly based on test results used to measure learning outcomes, i.e.,students’ ability to expand their number range from natural to whole numbers. The extent to which the teaching characteristics were transferable to new teaching contexts was also investigated. Second, an interdisciplinary approach was followed, applying knowledge and theories from special needs education and mathematics education. Examining teaching characteristics in relation to outcomes, the research perspective expanded from the collective to the individual level, emphasizing participation and learning among students with different prior knowledge according to test results. Notably, at a collective level, teaching was characterized by being based on the identification of critical aspects. Analyses of teaching outcomes at the individual level revealed a mixed picture of student learning and participation in the learning study lessons. Concerning one studied lesson, an analysis of student test results revealed considerable diversity in student achievement, indicating that some students learned what was intended while others did not. However, test results from another lesson indicated that all students progressed in learning about whole numbers. During this lesson, the teacher-guided mathematical discourse incorporating several routines seemed to be central to facilitating student participation as well as change in the discourse on whole numbers.The main conclusion is that the interdisciplinary research approach helped foster deeper insight into teaching design and its outcomes regarding individual students’ learning and participation. In addition, the findings emphasize the importance of teachers taking responsibility for inviting the students into the mathematical discourse in relation to the access aspect of participation, and then, through challenging questions, facilitating progress to the collaborative aspect of participation. 

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2023. p. 117
Series
Linnaeus University Dissertations ; 480
Keywords
inclusive education, interdisciplinary research, learning, learning study, mathematical discourse, participation, teaching, variation theory, whole numbers.
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education; Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-118954 (URN)10.15626/LUD.480.2023 (DOI)9789189709904 (ISBN)9789189709911 (ISBN)
Public defence
2023-02-24, Ma135, Fullriggaren, hus Magna, Pedalstråket 7, Kalmar, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2023-02-02 Created: 2023-02-01 Last updated: 2023-03-24Bibliographically approved

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Lövström, AnnaMalmqvist, JohanOlteanu, Constanta

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