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  • 1.
    Bagger, Anette
    et al.
    Umeå University.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    How Research Conceptualises the Student in Need of Special Education in Mathematics2015In: Development of Mathematics Teaching: Design, Scale, Effects. Proceeding of MADIF 9. The Ninth Swedish Mathematics Education Research Seminar Umeå February 4-5, 2014 / [ed] O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, M. Österholm, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2015, p. 27-36Conference paper (Refereed)
    Abstract [en]

    The focus of this paper is the conceptualisation of students in special educationalneeds in mathematics (SEM students) in the research fields of mathematics andspecial education. A difference between fields regarding the perspectives takenon the SEM student is obvious in the reviewed articles. Those in the specialeducational field were individual oriented in their view of the difficulties, whilstreviewed articles from the field of mathematics education more often discusssocio-cultural settings. The content in the selected 28 articles reveals that theoverall conceptualisation of SEM student has to do with the social construct ofthe SEM student, as well as with students’ experiences, affects, andprerequisites; with the specific training methods or interventions applied; withspecial areas in the subject of mathematics; with special groups of students; andwith teachers’ knowledge about all these factors.

  • 2.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Roos, Helena
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Nilsson, Per
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Learning fractions: transformations between representations from a social semiotic perspective of multimodality2012In: Proceedings of Norma 11: The Sixth Nordic Conference on Mathematics Education / [ed] Gunnarsdottir, Hreinsdottir, Palsdottir, Hannula, Hannula-Sormunen, Jablonka, Jankvist, Ryve, Valero and Waege., University of Iceland Press, 2012, p. 217-226Conference paper (Refereed)
    Abstract [en]

    This study presents a tentative framework for studying the learning of fractions in the context of transformations between different forms of representations. The framework is used in an empirical sample of how eight 10-year-old students express understanding of activities which were developed to challenge them to reflect on different ways of representing aspects of the concept of fractions. The framework is based on a social semiotic perspective of multimodality.

    The analysis discloses how the framework helps in structuring our understanding of the interplay between representations in the learning of fractions. Specifically, we saw how concrete physical material and gestures complemented the symbolic and spoken language in the students’ solution strategies of different tasks. 

  • 3.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    What is implied when researchers claim to use a theory?2017In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 40, no 5, p. 471-479Article in journal (Refereed)
    Abstract [en]

    The focus of this article is on the use of theories and on what we imply when we in research claim to use a theory. In this article, diverse uses of one theory will be illustrated with reference to ten different studies. The aim is not to evaluate or judge how the theory is used in these studies, but to discuss how the diverse uses of one and the same theory may infer very different things in research. Questions are raised about what happens with the hierarchy and the coherence of an argument and what conclusions can be drawn when only some parts of a theory are used.

  • 4.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Challenges at the border of normality: Students in special educational needs in an inclusive mathematics classroom2019In: Proceedings of the tenth international mathematics education and society conference: Mathematics Education and Society, Hyderabad, India, Jan 28th-Feb2nd, 2019 / [ed] Subramanian, J., Hyderabad: Mathematics Education and Society , 2019, p. 928-940Conference paper (Refereed)
    Abstract [en]

    This research describes how students perceived as being in special educational needs in mathematics (SEM), either as students in access to mathematics, or as students in struggle to get access, are challenged in their participation in mathematics education. Discourse analysis is used as a tool and a theory to construe discourses from students own stories of participation in an inclusive mathematics classroom. Distinguishing between (d)iscourse as stories in texts, and (D)iscourses as social and political recognisable units, the result shows the same, yet different, discourses; tasks, the importance of the teacher, to be (un)valued and math is boring, all indicating a Discourse of accessibility in mathematics education. The accessibility is challenged in two ways, the students are challenged in their participation since they do not fit into the ‘normal’ education, and the mathematics education is challenged to meet every students’ need to promote equity.

  • 5.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    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 matemáticas2017In: Journal of Mathematical Education - SBEM, E-ISSN 1518–8221, Vol. 3, no 18, p. 22-30Article in journal (Refereed)
    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.

  • 6.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Developing Inclusion in Mathematics: The Impact of the Principal2014In: Nordic Research network on Special Needs Education in Mathematics (NORSMA 7), 2014Conference paper (Refereed)
    Abstract [en]

    The overall aim of the present research project is to empirically investigate what inclusion in mathematics education can be and how it is possible to develop inclusive mathematics education, based on special educational needs in mathematics. In this paper, the aim is to present how the impact of the principal affects the development of inclusion in mathematics from a teacher perspective. The study has an ethnographic approach, where a large primary School is being studied.  The results indicate that the principal’s impact on inclusion in mathematics at the realisation arena is relatively weak. In this study, inclusion in mathematics has strong connections with didactical issues.

  • 7.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Discourse Analysis as a Theory and Tool Investigating Inclusion in Mathematics2016In: ICT in mathematics education: the future and the realities: Proceedings of MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education Karlstad, January 26–27, 2016, Karlstad: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2016, p. 149-149Conference paper (Refereed)
  • 8.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Diversity in an inclusive mathematics classroom: A student perspective2017In: Proceeding of the tenth congress of the European society for research in mathematics education, Dublin, (CERME10, February 1-5, 2017) / [ed] T. Dooley & G. Gueudet, Dublin, Ireland: European Society for Research in Mathematics Education, 2017, p. 1533-1560Conference paper (Refereed)
    Abstract [en]

    This paper reports on a study exploring inclusion in mathematics education from a student perspective. The theoretical and analytical approach in the study is discourse analysis. The results presented in this paper are based on 8 interviews with students from lower secondary school and 4 observations of mathematics lessons. The teachers describe the students as students in special needs in mathematics (SEM). The results show that, from a student perspective, the teaching and learning of mathematics in an inclusive classroom is complex and diverse. At the same time, as these students are similar in that they are SEM-students, they are different when it comes to how they themselves want to be included in the mathematics. These differences regard both the organization and the content. Thus, diversity among students demands diversity in the mathematics education. 

  • 9.
    Roos, Helena
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    How students in mathematical difficulties deal with representations in a social setting2011Conference paper (Other academic)
  • 10.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Inclusion in mathematics education: an ideology, a way of teaching, or both?2019In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 100, no 1, p. 25-41Article in journal (Refereed)
    Abstract [en]

    This literature review focuses on the definitions and roles of inclusion in the field of mathematics education to help promote the sustainable development of inclusion in the discipline. Discourse analysis was used to analyse 76 studies published between 2010 and 2016. The results show that the term inclusion is used both for an ideology and a way of teaching, and these two uses are most often treated separately and independently of each other. When inclusion is treated as an ideology, values are articulated; when treated as a way of teaching, interventions are brought to the fore. When the notion of inclusion is used as an ideology, the most extensive discourse concerns equity in mathematics education; when it is used as a way of teaching, the most extensive discourse relates to teaching interventions for mathematical engagement. Based on the literature review, if sustainable development of inclusion in mathematics education is to be promoted, scholars need to connect and interrelate the operationalisation and meanings of inclusion in both society and in mathematics classrooms, and take students’ voices into consideration in research.

  • 11.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Inclusion in mathematics in primary school: what can it be?2015Licentiate thesis, monograph (Other academic)
  • 12.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Inclusion in mathematics: the impact of the Principal2016In: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, no 18, p. 107-122Article in journal (Refereed)
    Abstract [en]

    The objective of this paper is to describe the means by which the principal affects the process of inclusion in mathematics from a teacher perspective. Two notions form the theoretical foundation: participation and inclusion. The participatory perspective is provided by Wenger’s theory of communities of practice (1998). When discussing inclusion, Asp-Onsjö’s (2006) notions of didactical, spatial, and social inclusion have been used. The results are presented in two parts: the first presents identified communities at the investigated school and the second identifies codes of impact pointing towards inclusion in mathematics. When combining the participatory and the inclusive perspectives, codes of impact regarding inclusion in mathematics in the different communities were identified. Although there are different codes of impact in the different communities, one can identify several recurring codes when investigating the impact of the principal. The most frequent is courses. Competence, didactical discussions and planning also recur in the different communities. Investigating these codes of impact, there appears to be a gap between the steering of the principal and what actually occurs. The results indicate that the principal’s impact on inclusion in mathematics in the realisation arena is relatively weak.

  • 13.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Inclusive mathematics from a special education perspective: how can it be interpreted?2013In: 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.

  • 14.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Inkludering i matematik i grundskolan - vad kan det vara?2015In: Specialpedagogisk tidskrift - att undervisa, ISSN 2000-429X, no 3, p. 8-9Article in journal (Other (popular science, discussion, etc.))
  • 15.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Inkludering i matematik: vad kan det vara?2016In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 43, no 1, p. 18-23Article in journal (Other (popular science, discussion, etc.))
  • 16.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Special educational needs in mathematics from an inclusive perspective2013Conference paper (Refereed)
  • 17.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    The Influence of Assessment on Students’ Experiences of Mathematics2018In: Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference / [ed] Hanna Palmér, Jeppe Skott, Springer, 2018, p. 101-111Chapter in book (Refereed)
    Abstract [en]

    The empirical material and results presented in this paper come from an ongoing ethnography-inspired study of inclusion in mathematics as seen from a student perspective. This study did not initially focus on assessment, but when investigating what influences students’ experiences of school mathematics, assessment came out as a result. The research participants are not ordinary students, but students who need some degree of special education in mathematics, either as gifted or as low-performing students. For these students, traditional assessment in mathematics does not provide any relevant feedback to support them. On the whole, assessment primarily influences either how they write solutions to tasks, but not exactly how they solve them, or else how they feel about themselves as low performers in mathematics.

  • 18.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    The meaning(s) of inclusion in mathematics in student talk: Inclusion as a topic when students talk about learning and teaching in mathematics2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis contributes to research and practice within the field of special education in mathematics with more knowledge about, and an understanding of, students´ meaning(s) of inclusion in mathematics education. Three research questions guide the study: What meaning(s) is/are ascribed, and how is inclusion used, in mathematics education research? What meaning(s) do the students ascribe to inclusion in mathematics learning and teaching? And what frames students´ meaning(s) of inclusion in mathematics learning and teaching?The first part of this study began with a systematic literature review on the notion of inclusion in mathematics education research, and the search resulted in 1,296 research studies. Of these, 76 studies were retained after the criteria for time span and peer-reviewed research were applied and 19 duplicates had been removed. The second part of the study involves a case study of three students and their meaning(s) of inclusion in mathematics education. The selected school was a lower secondary school in an urban area of Sweden. The school had set out to work inclusively, meaning their aims were to include all students in the ordinary classroom teaching in every subject and to incorporate special education into the ordinary teaching with no fixed special education groups. Three students were chosen for this part of the study: one in Grade 7 and two in Grade 8. Edward, one of the students in Grade 8, was chosen because he was thought to be a student in access to mathematics education. The other two students were chosen because they were thought to be struggling to gain access to mathematics education: Veronica in Grade 7 and Ronaldo in Grade 8 (the same class as Edward). In this study, the object of the study is the meaning(s) of inclusion in student talk. This study is an instrumental and collective case (Stake, 1995), as it involves several students’ meaning(s) aimed at developing a more general understanding of inclusion in mathematics education. The case is also an information-rich case (Patton, 2002), with contributions from students in mathematics education at an inclusive school. Applying Flyvbjerg’s (2006; 2011) notions, one can also call this kind of selection “information-oriented”, and the case is an extreme one – a choice made in order to get “a best case scenario”. An extreme case is a case used to “obtain information on unusual cases  which can be especially problematic or especially good in a more closely defined sense” (Flyvbjerg, 2011, p. 307). The data in this study consists of both observations and interviews conducted during the spring semester 2016. The observations took place in a Grade 7 and Grade 8 classroom at the same school where the interviewed students were enrolled. At least one mathematics lesson each month for each class was observed, and student interviews followed each observation. The observations were used to provide a context for the interviews and to support the analysis. In this study, discourse analysis (DA) as described by Gee (2014a; 2014b) was chosen as both the theoretical frame and as an analytical tool because of its explanatory view on discourse, with description foregrounded. With the help of DA, this study describes both the meaning(s) and the use of the notion of inclusion in mathematics education research. It also describes students’ meaning(s) of inclusion in mathematics education as well as framing issues in student talk of inclusion in mathematics education. From Gee´s point of view, DA encompasses all forms of interaction, both spoken and written, and he provides a toolkit for analysing such interaction by posing questions to the text. Gee distinguishes two theoretical notions, big and small discourses, henceforth referred to as Discourse (D) and discourse (d). Discourse represents a wider context, both social and political, and is constructed upon ways of saying, doing, and being: “If you put language, action, interaction, values, beliefs, symbols, objects, tools, and places together in such a way that other recognize you as a particular type of who (identity) engaged in a particular type of what (activity), here and now, then you have pulled of a Discourse” (Gee, 2014 a, p. 52, Gee’s italics). When looking at discourse (with a small d), it focuses on language in use – the “stretches of language” we can see in the conversations we investigate (Gee, 2014a, 2014b), meaning the relations between words and sentences and how these relations visualize the themes within the conversations. These small discourses can inform on how the language is used, what typical words and themes are visible, and how the speakers or writers design the language. According to Gee (2015), big Discourse sets a larger context for the analysis of small discourse. The results of the first part of the study answer to the research question, What meaning(s) is ascribed, and how is inclusion used in mathematics education research? They show that research on inclusion in mathematics education use the term inclusion when both referring to an ideology and a way of teaching, although these two uses are usually treated separately and independently of each other. The results of the second part of the study answer to the following research questions: What meaning(s) do the students ascribe to inclusion in mathematics learning and teaching? And what frames students´ meaning(s) of inclusion in mathematics learning and teaching? These questions show how meaning(s) of inclusion in student talk can be described by three overarching Discourses: the Discourse of mathematics classroom setting, of assessment, and of accessibility in mathematics education. Within these Discourses, smaller discourses make issues of meanings of inclusion for the students visible in terms of: testing, grades, tasks, the importance of the teacher, (not) being valued, the dislike of mathematics, the classroom organization, and being in a small group. This study shows the complexities and challenges of teaching mathematics, all while simultaneously handling students’ diversity and promoting the mathematical development of each student. To enhance students’ participation and access demands that the teacher knows her or his students, is flexible, has a pedagogical stance and tactfulness, and is knowledgeable in mathematics and mathematics education. It also demands that the teacher is able to take a critical stance and resist the prevailing discourse of assessment that can sometimes overshadow the mathematics education, and in a sense, almost become mathematics for the students. Furthermore, this study also shows how complex and challenging it is to be a mathematics student: they are required to relate to, understand, and participate in many Discourses existing at the same time in a single mathematics classroom. These Discourses interrelate and are embedded in power relations between students and teachers and institutions. This demands that the students are alert and able to use various symbols and objects as well as recognize patterns, and then act accordingly. Hence, to be able to fully participate, you have to be able to talk the talk and walk the walk (Gee, 2014a). This means that not only do you have to use the language correctly, but also you have to act properly at the right time and place.

  • 19.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Bagger, Anette
    Engwall, Margareta
    Investigating the politics of meaning(s) in Nordic research on special education mathematics: developing a methodology.2018In: Perspectives on professional development of mathematics teachers: Proceedings of MADIF 11 : The eleventh research seminar of the Swedish Society for Research in Mathematics EducationKarlstad, January 23–24, 2018 / [ed] J. Häggström, Y. Liljekvist, J. Bergman Ärlebäck, M. Fahlgren & O. Olande, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2018, p. 141-150Conference paper (Refereed)
    Abstract [en]

    This paper aims to develop a methodology to explore the politics of meaning in special education mathematics research. Mediated meaning, directions of intentionalities and perspectives on special education have been analysed in eight reviewed articles. Results indicate that the politics of meaning in the Nordic sample are about processes of normalisation and effectiveness through methods and approaches. The teacher is emphasised as the centre for change and development also when it comes to organi-sational factors. Disabilities are not researched, perhaps cloaked by an overall rela-tional approach or due to research paying attention to milder difficulties. The deve- loped methodology seems to be fruitful and will be applied on a broader interna-tional sample.

  • 20.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Lärande i bråk - transformationer mellan representationsformer ur ett socialsemiotiskt multimodalt perspektiv2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study presents a tentative framework for the study of learning fractions in the context of transformations between different forms of representations. The framework is used in an empirical sample of how eight 10-year-old students express understanding of mathematics tasks, which were developed to challenge them to reflect on different ways to represent aspects of the concept of fractions. The framework is based on a social semiotic perspective of multimodality. The analysis discloses how the framework helps in structuring understanding of the interplay between representations in the learning of fractions. Specifically we saw how concrete physical material and gestures complemented the symbolic and spoken language in the students’ solution strategies of different tasks.

     

  • 21.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Frithiof, Elisabet
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Gadler, Ulla
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Lundbäck, Birgitta
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Sandberg, Ingmarie
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    If a Sprawling Teacher Education of Special Education Needs (SEN) is the Answer, What is the Question?2015In: WSNE 2015 Proceedings / [ed] C. A. Shoniregun, G.A. Akmayeva, Philadephia, USA: Infonomics Society, 2015, p. 71-75Conference paper (Refereed)
    Abstract [en]

     Teacher education of SEN looks different over the globe. This paper discusses the notion of SEN in the light of Swedish teacher education of SEN at Linnaeus University. An analysis of institutional documents governing the education has been made. The results show that SEN is expressed in different ways in the documents and is very much connected to needs in the education. It also shows, even though the directions has different target groups, that the notion of SEN has a common basis in facing the needs of all children and students. The differences can be seen in what kind of mission the teacher of SEN has. The results show that the mission of the special pedagogue is more on an overall level and the mission of special teachers is more connected to the learning of the individual child, even though both of the SEN teachers have much the same mission.

  • 22.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Gadler, Ulla
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Kompetensens betydelse i det didaktiska mötet: en modell för analys av möjligheter att erbjuda varje elev likvärdig utbildning enlig skolans uppdrag2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 3-4, p. 290-307Article in journal (Refereed)
    Abstract [sv]

    Skolans uppdrag är att erbjuda likvärdig utbildning till varje elev med utgångspunkt från deras varierande förutsättningar. Uppdraget, kan benämnas som det dubbla uppdraget, omfattar såväl kunskapsuppdrag som socialisationsuppdrag. I ett flertal rapporter från bl.a. Skolverket och Skolinspektionen (Skolverket, 2011, 2015; Skolinspektionen, 2014, 2016) framgår det att det finns en diskrepans mellan formuleringar i statliga styrdokument och det som sker i skolan med avseende på varje elevs möjlighet till likvärdig utbildning. Villkor för att genomföra skolans dubbla uppdrag belyses i denna artikel genom att fokusera på betydelsen av kvalitén på det didaktiska mötet i relation till varje elevs rätt till likvärdig utbildning och livslång lust att lära. Syftet med artikeln är att skapa en modell för att kunna analysera kvaliteten på det didaktiska mötet. Denna modell innehåller tre komponenter; elevers varierande förutsättningar i relation till likvärdig utbildning, professionell kompetens att genomföra innehålls-, dynamisk och deltagande inkludering samt tolkning och genomförande av skolans dubbla uppdrag. Kvaliteten på det didaktiska mötet påverkas av hur dessa tre komponenter samvarierar med varandra.

  • 23.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Lantz, Susanne
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Strukturerad intensivundervisning i aritmetik2013In: Nämnaren tidskrift för matematikundervisning, ISSN 0348-2723, no 1, p. 6-10Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    en undervisning som är inkluderande betraktas olikheter som tillgångar och alla elever ges möjligheter att vara aktiva. Här beskriver författarna ett examensarbete, på speciallärarprogrammet, om strukturerad intensivundervisning där utgångspunkten var att alla elever skulle arbeta i klassrummet.

  • 24.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Ljungblad, Annlouise
    University of Gothenburg, Sweden.
    Att skapa tillgänglighet till matematik – vilka är de pedagogiska utmaningarna?: [ ingår i Lärportalens modul Matematik - Specialpedagogik, Matematikdidaktik och specialpedagogik, Del 1: Tillgänglighet till matematik, årskurs 4-6 ]2018Other (Other academic)
  • 25.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Ljungblad, Annlouise
    University of Gothenburg, Sweden.
    Att skapa tillgänglighet till matematik – vilka är de pedagogiska utmaningarna?: [ ingår i Lärportalens modul Matematik - Specialpedagogik, Matematikdidaktik och specialpedagogik, Del 1: Tillgänglighet till matematik, årskurs 7-9 ]2018Other (Other academic)
  • 26.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Ljungblad, Annlouise
    University of Gothenburg, Sweden.
    Att skapa tillgänglighet till matematik – vilka är de pedagogiska utmaningarna?: [ ingår i Lärportalens modul Matematik - Specialpedagogik, Matematikdidaktik och specialpedagogik, Del 1: Tillgänglighet till matematik, årskurs 1-3 ]2018Other (Other academic)
  • 27.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Nilsson, Per
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    An Inclusive Perspective on a Pedagogy for Students in Special Needs in Mathematics2012In: Evaluation and Comparison of Mathematical Achievment: Dimensions and Perspectives : proceedings of MADIF 8 : the eighth Swedish mathematics education research seminar, Umeå, January 24-25, 2012 / [ed] C. Bergsten, E. Jablonka & M. Raman, 2012, p. 217-218Conference paper (Refereed)
  • 28.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Communities of practice: exploring the diverse use of a theory2015In: CERME9 Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer, Naďa Vondrová, European Society for Research in Mathematics Education, 2015, p. 2702-2708Conference paper (Refereed)
    Abstract [en]

    The social learning theory of communities of practice is frequently used in mathematics education research. However, we have come to recognise that the theory is used in diverse ways, regarding both the parts that are used and the ways in which those parts are used. This paper presents an overview of this diverse use of the theory based on three themes: Are communities of practice viewed as pre-existing or are they designed within the study? Are individuals or groups foregrounded in the study? Which parts of the theory are mainly used? The aim of the paper is twofold: to make visible the diverse possibilities within one single theory, and to make visible how, even though we might think we know what a theory implies in research, if we look beneath the surface we may find that “the same” theory can imply many different things.

  • 29.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Trygg, Lena
    NCM, Sweden.
    Begrepp och representationer: [ ingår i Lärportalens modul Matematik - Specialpedagogik, Matematikdidaktik och specialpedagogik, Del 2: Begrepp och representationer, årskurs 1-3 ]2018Other (Other academic)
  • 30.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Trygg, Lena
    NCM, Sweden.
    Begrepp och representationer: [ ingår i Lärportalens modul Matematik - Specialpedagogik, Matematikdidaktik och specialpedagogik, Del 2: Begrepp och representationer, årskurs 4-6 ]2018Other (Other academic)
  • 31.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Trygg, Lena
    NCM, Sweden.
    Begrepp och representationer: [ ingår i Lärportalens modul Matematik - Specialpedagogik, Matematikdidaktik och specialpedagogik, Del 2: Begrepp och representationer, årskurs 7-9 ]2018Other (Other academic)
1 - 31 of 31
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