Team-Teaching About Mathematics for All Collaborative Self-Study

Guðjónsdóttir, Hafdís; Kristinsdóttir, Jónína Vala

doi:10.1007/978-94-007-0461-9_3

Cited by 11 publications

(2 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The discourse of teaching interventions for mathematical engagement This discourse construes inclusion in terms of strategies for including students in mathematics education. Words and phrases signalling interventions are 'schema-based instruction' (Jitendra & Star, 2011); 'interactive groups' (Garcia-Carrión & Diez-Palomar, 2015); 'cognitive guided instruction' (Guðjónsdóttir & Kristinsdóttir, 2011;Hankes, Skoning, Fast, & Mason-Williams, 2013;Moscardini, 2014); 'cluster-based instruction' (Sunardi, Anwar, & Andayani, 2016); 'techno-kinaesthetic visually based activities' (Tabur, 2014); 'cognitive strategy instruction on math problem-solving' (Montague, Enders, & Dietz, 2011); 'problem-solving procedures' (Fletcher, 2014); 'explicit instruction' (Hinton, Flores, Schweck, & Burton, 2016); 'simultaneous prompting procedure' (Heinrich, Knight, Collins, & Spriggs, 2016); 'universal design for learning' (Hunt & Andreasen, 2011;Lambert & Stylianou, 2013); 'anchored instruction' (Bottage et al, 2015;Mannheimer Zydney, Bathke, & Hasselbring, 2014); 'prompting' (Davenport & Johnston, 2015); 'regulated learning strategies' (Ness & Middleton, 2012); 'teacher coaching' (Duchaine, Jolivette, & Fredrick, 2011); and 'use of math apps' (Zhang, Trussell, Gallegos, & Asam, 2015).…”

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

View full text Add to dashboard Cite

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.

show abstract

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

View full text Add to dashboard Cite

show abstract

“…Teachers lack experience in investigating, communicating, reasoning and making connections in mathematics. Additionally they feel incompetent in using these approaches in inclusive schools (Guðjónsdóttir and Kristinsdóttir 2011).…”

Section: Introductionmentioning

confidence: 99%