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ERIC Number: EJ1247678
Record Type: Journal
Publication Date: 2020-Mar
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1033-2170
EISSN: N/A
Exploring Approaches for Inclusive Mathematics Teaching in Danish Public Schools
Lindenskov, Lena; Lindhardt, Bent
Mathematics Education Research Journal, v32 n1 p57-75 Mar 2020
The Danish MINK (Mathematics and Inclusion) project explored inclusive mathematics teaching in regular classes in ordinary public schools, with a focus on teacher professional development and classroom experiments as the main elements. The project started as a reaction to the challenges for practice arising from a political reform. The MINK project was a design study with genuine collaboration between teacher educators and upper primary school teachers. Participating teachers had opportunities to influence all phases of the project, including which themes to explore in depth. The article is a result of a follow-up elaboration, with specific research questions, which goes beyond the goals and questions in MINK. The article presents which themes emerged during the project as most relevant to explore when focusing on inclusive mathematics teaching and insights about the emergent themes. In "Discussion," we relate insights from the project to the general need for professionals in mathematics education to engage in discussions on inclusion, and we sketch a number of anticipated conclusions about strategies and further needs for teacher education and teacher-in-service education.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark
Grant or Contract Numbers: N/A