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Immigrant students’ perceptions of their possibilities to learn mathematics: the case of homework
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2014 (English)In: For the Learning of Mathematics, ISSN 0228-0671, Vol. 34, no 3, 32-37 p.Article in journal (Refereed) Published
Abstract [en]

In Sweden often immigrant students’ failure in mathematics is explained by referring to deficit discourses. To critique that our aim have been to highlight the complexity of the situation in which immigrant students are positioned, by interrogating their perspectives on mathematics homework and the importance of parental support, as well as how their views seemed to have been shaped by wider Discourses. The students describe their parents’ background and education as inadequate, while “Swedish” parents’ backgrounds were considered desirable. With no hope of changing their parents, they seemed to have accepted that they have limited possibilities for achieving in mathematics.

Place, publisher, year, edition, pages
2014. Vol. 34, no 3, 32-37 p.
Keyword [en]
Immigrant students, mathematics homework, foregrounds
National Category
Educational Sciences
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-111018OAI: oai:DiVA.org:su-111018DiVA: diva2:773804
Available from: 2014-12-19 Created: 2014-12-19 Last updated: 2017-12-05Bibliographically approved

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CiteExportLink to record
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