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Inclusive mathematics from a special education perspective: how can it be interpreted?
Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.ORCID iD: 0000-0002-4429-988X
2013 (English)In: The proceedings of CERME8, European Society for Research in Mathematics Education, 2013Conference paper, (Refereed)
Abstract [en]

The aim of this paper is to present a way of understanding the phenomenon of inclusion in mathematics. The theoretical framework consists of the connection between two theoretical perspectives and is tested in an empirical example of inclusive mathematics from the perspective of special education. The theory of communities of practice is used as an overall theoretical perspective along with a theoretical framework regarding inclusion. Sub codes were extracted from the empirical example to create a more fine-grained conceptual framework. The results show that the conceptual structure is beneficial for extracting a fine-grained conceptual tool in understanding and developing inclusion in mathematics.

Place, publisher, year, edition, pages
European Society for Research in Mathematics Education, 2013.
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-25551OAI: oai:DiVA.org:lnu-25551DiVA: diva2:620014
Conference
Congress of European Research in Mathematics Education (CERME8), 6-10 Feb, 2013, Antalya
Available from: 2013-05-07 Created: 2013-05-07 Last updated: 2017-05-02Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
  • de-DE
  • en-GB
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Output format
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