Directions of intentionalities in special needs education in mathematics

Abstract

This article builds upon a systematic review of 53 articles in international research journals and makes three main contributions. First, it develops a method for identifying motives, values, and assumptions in research by analysing segments of text in journal articles. Second, it represents a reflective account of research within the field of mathematics education. Third, it captures the ongoing directions of intentionalities inherent in the diverse field of special education mathematics and, thereby, some of the characteristics of the core issues in this field. Three directions of intentionalities were identified: towards teachers and teaching competence, towards enhanced mathematical achievement, and towards every student's learning. The results indicate that each direction has specific limitations and potentials. In order to improve special education mathematics, we recommend that researchers and practitioners remain broadly informed and involved in all three directions of intentionalities.

Impacts of the COVID-19 Control Measures on Widening Educational Inequalities

“…Performance gaps by social class emerge early on and rarely narrow as children progress in education, with many not being able to make up the lost ground (Betthauser, 2019;Gaynor, 2012;Stopforth et al, 2019). Families with children with special educational needs (SEN) and other vulnerable groups (migrants and asylum seekers) are also likely to have faced challenges, especially at a time of reduced or discontinued supports (Bagger et al, 2020;Birkelund, 2019;Brinbaum & Cebolla-Boado, 2007;Dempsey et al, 2016;Feliciano & Lanuza, 2017;Jackson et al, 2012).…”

How Co-Teaching May Contribute to Inclusion in Mathematics Education: A Systematic Literature Review

“…The current review uses students in need of special education in mathematics (SEM) (cf. [5]) if the context does not require specification.…”

“…As noted, the expression students in need of special education is used in this review. This expression is from Bagger and Roos [5], emphasizing that the difficulties faced by these students in school are best understood in relation to the contexts in which their education is situated.…”

Students’ voices of inclusion in mathematics education

“…Research on SEM covers teaching, achievement, and every student's learning (Bagger et al, 2020). It is a complex field, comprising aspects such as physical and cognitive disabilities (e.g.…”