A school for all? Political and social issues regarding second language learners in mathematics education
2015 (English)In: Teaching and Learning Mathematics: Resources and Obstacles: Proceedings / [ed] Cristina Sabena, Benedetto Di Paola, University of Palermo, Italy , 2015, 567-572 p.Conference paper (Refereed)
To investigate one equity aspect regarding mathematics learning in “a school for all” we have investigated how teachers comment on their arrangements for Swedish second language learners (SLL) to succeed on the National Test in mathematics in grade 5 (students are 11–12 years old). With data from a teacher survey and competency profiles for students in grade 5 we have performed a thematic analysis. The findings indicate that there were schools where the teachers worked in line with the instructions of the test and, therefore, adapted the administration of the test to enable SSL students better opportunities to display knowing in mathematics. This is coherent with a view expressed in policy documents. There were also schools where the teachers did not write about how to adapt the test administration but rather justified the exclusion of SLL students from the test or explained SSL students’ poor results due to language issues. In these schools the SSL students were not invited to display mathematics. We discuss these findings from an institutional perspective.
Place, publisher, year, edition, pages
University of Palermo, Italy , 2015. 567-572 p.
Research subject Mathematics Education
IdentifiersURN: urn:nbn:se:su:diva-126576OAI: oai:DiVA.org:su-126576DiVA: diva2:901324
Conference 67 of The International Commission for the Study and Improvement of Mathematics Teaching (CIEAM), Aosta, Italy, 20-24 July 2015