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Directions of intentionalities in special needs education in mathematics
Orebro Univ, Sweden.
Linnaeus Univ, Sweden.
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
2020 (engelsk)Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 104, nr 1, s. 41-63Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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 students 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.

sted, utgiver, år, opplag, sider
SPRINGER , 2020. Vol. 104, nr 1, s. 41-63
Emneord [en]
Systematic review; Directions of intentionalities; Special needs education in mathematics
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-166205DOI: 10.1007/s10649-020-09945-4ISI: 000529594700001OAI: oai:DiVA.org:liu-166205DiVA, id: diva2:1437405
Merknad

Funding Agencies|Orebro University

Tilgjengelig fra: 2020-06-09 Laget: 2020-06-09 Sist oppdatert: 2022-10-11

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