A conceptual approach to teaching mathematics to students with intellectual disability
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 2, 182-200 p.Article in journal (Refereed) PublishedText
Swedish compulsory school for students with intellectual disability (ID) has beencriticized 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-basedmathematics curriculum can be interpreted and constructed for students with ID. Atotal of 18 mathematics lessons in 6 classes for students with ID werefilmed, and theteachers were interviewed in connection with the lessons. A qualitative content analysisapproach was used to identify aspects of mathematical competency content and toanalyze the teaching. Three major groups of teaching strategies are identified:pedagogical mathematics activities, focusing on students’perceptions of mathematicalcontent, and encouraging dialogue between students.
Place, publisher, year, edition, pages
2016. Vol. 60, no 2, 182-200 p.
mathematical competence, intellectual disability, teaching strategies, classroom research
Research subject Education
IdentifiersURN: urn:nbn:se:kau:diva-40916DOI: 10.1080/00313831.2015.1017836OAI: oai:DiVA.org:kau-40916DiVA: diva2:913642