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Participation and mathematical discourse in an interdisciplinary study: a lesson to learn from?
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. (Research in Inclusion, Democracy and Equity (RIDE))ORCID iD: 0000-0001-6176-8898
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. (Research in Inclusion, Democracy and Equity (RIDE))ORCID iD: 0000-0001-8598-3365
Linnaeus University, Faculty of Technology, Department of Mathematics. (Vägar till matematikens värld – ämneskunskap i matematikdidaktisk belysning (VÄMA))ORCID iD: 0000-0001-5753-444X
(English)Manuscript (preprint) (Other academic)
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Research subject
Education, Special Education
Identifiers
URN: urn:nbn:se:lnu:diva-118961OAI: oai:DiVA.org:lnu-118961DiVA, id: diva2:1733209
Available from: 2023-02-01 Created: 2023-02-01 Last updated: 2023-09-06
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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CiteExportLink to record
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