A Conceptual Approach to Teaching Mathematics to Students with Intellectual Disability

Autor/inn/en	Göransson, Kerstin; Hellblom-Thibblin, Tina; Axdorph, Eva
Titel	A Conceptual Approach to Teaching Mathematics to Students with Intellectual Disability
Quelle	In: Scandinavian Journal of Educational Research, 60 (2016) 2, S.182-200 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2015.1017836
Schlagwörter	Foreign Countries; Intellectual Disability; Mathematics Instruction; Teaching Methods; Video Technology; Interviews; Mathematics Teachers; Mathematical Concepts; Concept Formation; Student Attitudes; Discussion (Teaching Technique); Compulsory Education; Qualitative Research; Content Analysis; Learning Activities; Sweden + Suchen Sie Ihr Suchwort? Ausland; Intellect; Disability; Disabilities; Verstand; Behinderung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Concept learning; Begriffsbildung; Schülerverhalten; Schulpflicht; Qualitative Forschung; Inhaltsanalyse; Lernaktivität; Schweden
Abstract	Swedish compulsory school for students with intellectual disability (ID) has been criticized for focusing on care and not presenting the students with enough knowledge-related challenges. The purpose of this study is to investigate how a conceptually-based mathematics curriculum can be interpreted and constructed for students with ID. A total of 18 mathematics lessons in 6 classes for students with ID were filmed, and the teachers were interviewed in connection with the lessons. A qualitative content analysis approach was used to identify aspects of mathematical competency content and to analyze the teaching. Three major groups of teaching strategies are identified: pedagogical mathematics activities, focusing on students' perceptions of mathematical content, and encouraging dialogue between students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01