Mathematics difficulties & classroom leadership: a case study of teaching strategies and student participation in Inclusive classrooms

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    Abstract

    This article investigates possible links between inclusion, students, for whom mathematics is extensively difficult, and classroom leadership through a case study on teaching strategies and student participation in four classrooms at two different primary schools in Denmark. Three sets of results are presented: 1) descriptions of the teachers’ classroom leadership to include all their students in the learning community, 2) the learning community produced by stated and practiced rules for teaching and learning behavior, 3) the classroom behavior of students who experience difficulties with mathematics. The findings suggest that the teachers’ pedagogical choices and actions support an active learning environment for students in diverse learning needs, and that the teachers practise dimensions of inclusive classroom leadership that are known to be successful for teaching mathematics to all students. Despite this, it is shown to be hard for the teacher to determine how students, who experience difficulties with mathematics, understand the underlying meanings of the tasks involved. The students’ possible difficulties are not apparent because the students seem to do the best they can and in the process, they look just like their peers. They fit in. As a consequence, the teacher does not adjust the teaching to the particular students.
    Translated title of the contributionMatematikvanskeligheder og klasseledelse
    Original languageEnglish
    Book seriesCursiv
    Volume18
    Pages (from-to)81-105
    Number of pages25
    ISSN1901-8878
    Publication statusPublished - 2016

    Keywords

    • didactics
    • classroom management
    • inclusion
    • public school
    • mathematics

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