En inkluderande undervisning i matematik. Vad kan det innebära?

• My aim in this article is to clarify the notion of inclusion in relation to teaching and learning in early arithmetic. Firstly, I investigate how the content is constructed in a normalizing as opposed to a triadic teaching process and the mediating effects on children’s knowledge acquisition. Secondly, I examine how these processes relate to practical and theoretical concepts. My conclusion is that the normalizing process has equality as a goal for instruction, i.e. giving the same predetermined, formalized content to different individuals, resulting in the exclusion of children with practical concepts. In the triadic process the arithmetic content is adjusted to varying abilities of the children. Logically, the child’s cultural development becomes progressively related to both practical and theoretical knowledge, making the possibility of inclusion more plausible. Thus, inclusion is not given once and for all but turns into a longitudinal progressive and interactive process.

Ämnesord

NATURVETENSKAP  -- Matematik (hsv//swe)

NATURAL SCIENCES  -- Mathematics (hsv//eng)

Nyckelord

MATHEMATICS

MATEMATIK

specialpedagogik

Special Education

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)