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Connections between situations and connections of content – a support for recognition of similarities in mathematics: Conexiones entre situaciones y conexiones de contenido – Un apoyo para el reconocimiento de similaridades en matemáticas
Linnaeus University, Faculty of Technology, Department of Mathematics. (CSF)ORCID iD: 0000-0002-4429-988X
2017 (English)In: Journal of Mathematical Education - SBEM, Vol. 2, no 18Article in journal (Refereed) Published
Abstract [en]

How to work inclusively and engage students in special educational needs in the mathematics is a difficult task. In this article, I discuss teachers’ awareness of connections between different teaching and learning situations, and the awareness of connections of content in the teaching as one way of including students who are in special educational needs in mathematics (SEM-students) in the mathematics taught in school. The importance of considering situated knowledge in the teaching of mathematics is highlighted through the notions prepare, immerse and repeat along with an awareness of mathematical tasks and representations. If focusing on how and what to teach in mathematics, the teachers can help the students to recognise similarities in mathematics between different teaching and learning situations, and enhance the inclusion process in the mathematics education.

Place, publisher, year, edition, pages
Rio Grande do Sul - Brazil, 2017. Vol. 2, no 18
Keywords [en]
Inclusion. Situated knowledge. Special educational needs in mathematics. Recognition of similarities.
National Category
Didactics
Research subject
Pedagogics and Educational Sciences; Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-69368OAI: oai:DiVA.org:lnu-69368DiVA, id: diva2:1167625
Note

Ej belagd 180212

Available from: 2017-12-19 Created: 2017-12-19 Last updated: 2018-02-12Bibliographically approved

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Roos, Helena

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Citation style
  • apa
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  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • text
  • asciidoc
  • rtf