| 1. |
- Grundén, Helena, 1968-, et al.
(author)
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Planera för inkluderande matematikundervisning i ett stormigt landskap
- 2022
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In: Matematikundervisningens sociopolitiska utmaningar. - Stockholm : Stockholm University Press. - 9789176352007 - 9789176351994 - 9789176351987 ; , s. 281-298
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Book chapter (peer-reviewed)abstract
- I detta kapitel diskuteras hur olika sociopolitiska vindar som blåser runt matematikundervisning påverkar förutsättningarna för både lärare och elever på olika nivåer. Fokus ligger på planering för en inkluderande matematikundervisning under dessa förutsättningar. Detta belyses utifrån de tidigare kapitlens ’vindriktningar’ samt vår egen forskning som fokuserar planering och inkludering i matematikundervisning. Utifrån de sociopolitiska beskrivningar som finns av mötet mellan elever, lärare och matematik kan vi se att det dels finns skillnader som uppträder över tid —förändringar som går från något mot något annat, men också förändringar som visar återkommande företeelser. För att synliggöra frågor om inkludering och planering inom ramen för dessa förändringar behövs en ständigt pågående debatt men det behövs också samverkan mellan forskare och lärare för att tillsammans kunna möta sociopolitiska utmaningar som uppstår när vi arbetar för en mer likvärdig och rättvis matematikundervisning. Det behövs även stöd och utrymme för lärare så att de kan tolka och navigera och genom ett informerat handlande planera för en inkluderande matematikundervisning.
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| 2. |
- Grundén, Helena, 1968-, et al.
(author)
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Towards epsitemic justice and inclusion through Diversity Valued Instruction
- 2023
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In: Proceedings of the 12th International Conference of Mathematics Education and Society. ; , s. 337-343
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Conference paper (peer-reviewed)abstract
- A starting point in this project presentation is that all students have the right to be valued as knowers in mathematics classrooms. We use epistemic justice, epistemic friction, and inclusion to argue for an extension of ideas about differentiated instruction and suggest an alternative concept – diversity valued instruction. Based on examples from mathematics teaching practice in Sweden, we present ideas about a study in which we want to illuminate possibilities and constraints when ideas of diversity valued instruction is implemented in mathematics teachers’ process of planning.
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| 3. |
- Ludvigsson, Johnny, et al.
(author)
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GAD65 antigen therapy in recently diagnosed type 1 diabetes mellitus
- 2012
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In: New England Journal of Medicine. - : Massachusetts Medical Society. - 0028-4793 .- 1533-4406. ; 366:5, s. 433-442
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Journal article (peer-reviewed)abstract
- BACKGROUND: The 65-kD isoform of glutamic acid decarboxylase (GAD65) is a major autoantigen in type 1 diabetes. We hypothesized that alum-formulated GAD65 (GAD-alum) can preserve beta-cell function in patients with recent-onset type 1 diabetes.METHODS: We studied 334 patients, 10 to 20 years of age, with type 1 diabetes, fasting C-peptide levels of more than 0.3 ng per milliliter (0.1 nmol per liter), and detectable serum GAD65 autoantibodies. Within 3 months after diagnosis, patients were randomly assigned to receive one of three study treatments: four doses of GAD-alum, two doses of GAD-alum followed by two doses of placebo, or four doses of placebo. The primary outcome was the change in the stimulated serum C-peptide level (after a mixed-meal tolerance test) between the baseline visit and the 15-month visit. Secondary outcomes included the glycated hemoglobin level, mean daily insulin dose, rate of hypoglycemia, and fasting and maximum stimulated C-peptide levels.RESULTS: The stimulated C-peptide level declined to a similar degree in all study groups, and the primary outcome at 15 months did not differ significantly between the combined active-drug groups and the placebo group (P=0.10). The use of GAD-alum as compared with placebo did not affect the insulin dose, glycated hemoglobin level, or hypoglycemia rate. Adverse events were infrequent and mild in the three groups, with no significant differences.CONCLUSIONS: Treatment with GAD-alum did not significantly reduce the loss of stimulated C peptide or improve clinical outcomes over a 15-month period.
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| 4. |
- Andersson, Christian H., et al.
(author)
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Mathematics curriculum discourses on democracy : Critical thinking in the age of digital traces
- 2022
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In: Proceeding of the twelfth Congress of the European Society for Research in Mathematics Education. - 9791221025378
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Conference paper (peer-reviewed)abstract
- The use of people’s online digital traces has given rise to concerns for democracy. The digital traces may affect the individual’s life in unexpected and negative ways. Such traces may also be of importance for understanding the spread of disinformation and the like. This paper reports on a Foucault inspired discourse analysis of the Swedish upper secondary mathematics curriculum. Two discourses are construed in the intersection of critical thinking, democracy, and this new technology. Skovsmose’s concept of mathemacy is used to identify what is critical knowledge and what is not. The first construed discourse is, “With knowledge in formal mathematics, critical thinking on democracy will follow.” The second is, “Rather a personal career than a critical citizenship.” Neither of the discourses promotes a need for mathematics education to change due to new technology with regards to critical thinking.
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| 5. |
- Bagger, Anette, 1974-, et al.
(author)
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Directions of intentionalities in special needs education in mathematics
- 2020
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In: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816. ; 104, s. 41-63
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Journal article (peer-reviewed)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.
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| 6. |
- Bagger, Anette, 1974-, et al.
(author)
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How Research Conceptualises the Student in Need of Special Education in Mathematics
- 2015
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In: Development of Mathematics Teaching. - Linköping : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789197393492 ; , s. 27-36
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Conference paper (peer-reviewed)abstract
- The focus of this paper is the conceptualisation of students in special educational needs in mathematics (SEM students) in the research fields of mathematics and special education. A difference between fields regarding the perspectives taken on the SEM student is obvious in the reviewed articles. Those in the special educational field were individual oriented in their view of the difficulties, whilst reviewed articles from the field of mathematics education more often discuss socio-cultural settings. The content in the selected 28 articles reveals that the overall conceptualisation of SEM student has to do with the social construct of the SEM student, as well as with students’ experiences, affects, and prerequisites; with the specific training methods or interventions applied; with special areas in the subject of mathematics; with special groups of students; and with teachers’ knowledge about all these factors.
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| 7. |
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| 8. |
- Bagger, Anette, 1974-, et al.
(author)
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Investigating the politics of meaning(s) in Nordic research on special education mathematics : developing a methodology
- 2018
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In: Perspectives on professional development of mathematics teachers. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402421 ; , s. 141-150
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Conference paper (peer-reviewed)abstract
- This paper aims to develop a methodology to explore the politics of meaning in special education mathematics research. Mediated meaning, directions of intentionalities and perspectives on special education have been analysed in eight reviewed articles. Results indicate that the politics of meaning in the Nordic sample are about processes of normalisation and effectiveness through methods and approaches. The teacher is emphasised as the centre for change and development also when it comes to organisational factors. Disabilities are not researched, perhaps cloaked by an overall relational approach or due to research paying attention to milder difficulties. The deve- loped methodology seems to be fruitful and will be applied on a broader international sample.
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| 9. |
- Bagger, Anette, et al.
(author)
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Moments of inclusion and equity in the mathematics classroom
- 2023
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Conference paper (other academic/artistic)abstract
- This paper presents findings from a pilot study on equity and inclusion in the mathematics classroom. The pilot study is part of the project: Mathematics education for Inclusion and Equity (MInE) and has been ethically approved by the Swedish Ethical Review Authority. Moments of inclusion and equity is a concept that we explore and develop during this pilot. By inclusion and equity in mathematics we imply teaching that contributes to student empowerment, and their ability and agency to learn through striving for every student’s opportunity to participate (see Bagger 2017; Roos, 2019).
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| 10. |
- Bagger, Anette, 1974-, et al.
(author)
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The shared duty of special educational support in mathematics : borders and spaces in degree ordinances for pre-service teachers
- 2020
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In: Borders in mathematics pre-service teacher education. - Cham : Springer. - 9783030442910 - 9783030442927 ; , s. 141-161
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Book chapter (peer-reviewed)abstract
- This chapter investigates the future shared duties of special education pre-service teachers in mathematics and mathematics pre-service teachers for primary school to support students in need of support in mathematics. Within the Swedish context, teacher education training policy frames special education teachers in mathematics (STms) as the historians of schooling, in that they carry specific knowledge about how students in need of support have been treated earlier, and recognise that current practices and policies have been motivated by the history and culture of Swedish schools. This framing also suggests that they have the expertise in supporting students in need of special support and an understanding of specific disabilities or prerequisites for learning that these students can have. In contrast, mathematics teachers for primary school (MTPs) are framed as being responsible for the overall education taking place in classrooms, being willing to collaborate and learn from other professions involved in the students learning and development, and needing to pay attention to those other professions’ experiences and knowledge. In addition, the teacher education training policy indicates that MTPs are supposed to cooperate, listen, and reflect, whereas STms are to lead, be independent, analyse, and drive school development. Furthermore, the position, role, and authority of STms are not supported by the Swedish Education Act. This together with the sometimes contradictory roles identified by each of the profession’s goals in their degree ordinance could put MTPs’ and STms’ shared duties at risk, and creates a need for negotiation. A possible way forward, in order to counteract this risk, might be shared courses during teacher training. This could presumably prepare for future negotiations and collaborations of roles and responsibilities.
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