Learning subjects in school—being outsiders or insiders in the disciplinary discourses of mathematics and Language 1

Kleve, Bodil; Penne, Sylvi

doi:10.1016/j.ijer.2016.05.014

Cited by 5 publications

(3 citation statements)

References 11 publications

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“…In addition, success is a part of inclusion. Kleve and Penne (2016) talk about inclusion in terms of 'stories about participation' (p. 42) (or lack of it) in (mathematical) discourses, using the terms 'insiders' and 'outsiders' to describe students' participation.…”

Section: Meanings Ascribed To the Notion Of Inclusion In Mathematics mentioning

confidence: 99%

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Inclusion in mathematics education: an ideology, a way of teaching, or both?

Roos

2018

Educ Stud Math

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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.

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Section: Meanings Ascribed To the Notion Of Inclusion In Mathematics mentioning

confidence: 99%

“…The interventions often have a specific type of SEN student in mind, such as students with LD. It is notable that only one of the studies in DIMC has a student perspective on inclusion (Kleve & Penne, 2016).…”

Section: Operationalisation Of the Notion Of Inclusion In Mathematicsmentioning

confidence: 99%

Inclusion in mathematics education: an ideology, a way of teaching, or both?

Roos

2018

Educ Stud Math

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“…Den ene oppgaven som er valgt ut til naermere undersøking her, er en fenomenologisk kasusstudie med et eksplisitt elevperspektiv (Solland, 2015). Matematikklaering diskuteres i et literacy-perspektiv der det å vaere innenfor matematikkdiskursen betraktes som avgjørende for laering (Kleve & Penne, 2016;Solomon, 2009;Zevenbergen, 2001). Elevenes identifiserende fortellinger om seg selv som matematikkelever analyseres i lys av Sfard og Prusak (2005) sitt teoretiske rammeverk der fortellinger, enten fortalt av eleven selv eller av andre om eleven, betraktes som elevens identitet.…”

Section: Masteroppgaver I Matematikkdidaktikkunclassified

Masteroppgaver og profesjonsrelevans i pedagogikk, matematikk og kroppsøving

Skagen,

Løndal,

Kleve

et al. 2018

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Merk: Denne artikkelen ble publisert i tidsskriftet FOU i praksis. Tidsskriftet skiftet navn til Nordisk tidsskrift for utdanning og praksis i september 2019. Masteroppgaver i lærerutdanning bør utgjøre toppunktet i studentenes teoretiske og praktiske, operative kunnskapsutvikling. I denne artikkelen analyseres profesjonsrelevansen i 65 masteroppgaver i pedagogikk (17), matematikk (18) og kroppsøving (30) ved et norsk universitet. Av de 65 masteroppgavene ble 44 kategorisert som relevante basert på en smal definisjon av profesjonsrelevans, mens alle ble kategorisert som relevante ut fra en videre definisjon. Det var imidlertid viktige forskjeller mellom fagene i hvordan denne relevansen framsto, og disse forskjellene avspeiler temaer som diskuteres i nasjonal og internasjonal forskning i de ulike fagene. Seks masteroppgaver ble analysert nærmere for å se på hvilke lærerroller som manifesterte seg i oppgavene. Alle masteroppgavene diskuterte lærerroller i noen grad, og mange tematiserte det komplekse spillet mellom lærernes eget fagsyn og de forventningene som stilles til lærerrollen fra elever, foreldre og samfunnet. Vi konkluderer med at oppgavene kombinerer de teoretiske kravene til en masteroppgave med høy oppmerksomhet om lærerrollen. Sitér: Skagen, K., Løndal, K., Kleve, B. og Smestad, B. (2018). Masteroppgaver og profesjonsrelevans i pedagogikk, matematikk og kroppsøving. Tidsskriftet FoU i Praksis, 12(3), 7–27. English abstract English title: Master theses in pedagogy, mathematics and physical education: the relevance for the profession Master theses in teacher education should bring students to an apex of both their theoretical and their practical, operative knowledge. In this article, 65 master theses in pedagogy (17), mathematics (18) and physical education (30) from one Norwegian university are analyzed for their relevance for the profession. Of the 65 master theses, 44 were considered relevant for the profession based on a nar-row definition of relevance, while all were considered relevant based on a broader definition. However, there were important differences between the subjects in how this relevance appeared, and these differences reflect themes discussed in national and international research in the different subjects. Six theses were analyzed more closely to see which teacher roles were manifest in the theses. All of these discussed teacher roles to some degree, and many concerned the complex relations between teachers’ own view of their subject and the expectations teachers face from students, parents and society. In conclusion, the theses combine the theoretical demands of a master thesis with close attention to the role of a teacher.

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A Framework for Assessing Students' Written Explanations of Numerical Reasoning

Quebec Fuentes,

Crawford,

Rowe

et al. 2023

Advances in Library and Information Science

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Disciplinary writing in mathematics supports the use of words, symbols, and visual representations, allowing one to communicate more fully in writing than through speech alone. This chapter explores the disciplinary writing of 394 fourth-grade students who shared their numerical reasoning in written explanations to seven whole-number and fraction comparison tasks. Data were collected via whole group administration procedures and students' explanations were scored using a validated framework for evaluating numerical reasoning. Results include descriptive statistics and qualitative analyses of student responses using the framework's five categories. A difference was found between the types of reasoning students shared for whole-number tasks versus those shared for fraction comparison tasks, favoring the incorporation of more conceptual reasoning for whole-number tasks. The framework is a practical and effective tool that teachers can use to examine the depth of student reasoning and disciplinary writing to document such reasoning.

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Learning subjects in school—being outsiders or insiders in the disciplinary discourses of mathematics and Language 1

Cited by 5 publications

References 11 publications

Inclusion in mathematics education: an ideology, a way of teaching, or both?

Inclusion in mathematics education: an ideology, a way of teaching, or both?

Masteroppgaver og profesjonsrelevans i pedagogikk, matematikk og kroppsøving

A Framework for Assessing Students' Written Explanations of Numerical Reasoning

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