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En inkluderande undervisning i matematik. Vad kan det innebära?
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2007 (Swedish)In: Proceedings of the 3rd Nordic Research Conference on Special Needs Education in Mathematics / [ed] L. Ø. Johansen, Aalborg: Adgangskursus, Aalborg Universitet , 2007Conference paper (Refereed)
Abstract [en]

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.

Place, publisher, year, edition, pages
Aalborg: Adgangskursus, Aalborg Universitet , 2007.
National Category
Research subject
Special Education
URN: urn:nbn:se:su:diva-53360OAI: diva2:390580
The 3rd Nordic Research Conference on Special Needs Education in Mathematics
Available from: 2011-01-22 Created: 2011-01-22 Last updated: 2011-01-24Bibliographically approved

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Eriksson, Göta
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