A Conceptual Approach to Teaching Mathematics to Students With Intellectual Disability. Issue 2 (3rd March 2016)

• Record Type: Journal Article
• Authors: Göransson, Kerstin; Hellblom-Thibblin, Tina; Axdorph, Eva
• Is Part Of: Scandinavian journal of educational research. Volume 60:Issue 2(2016)
• Page Start: 182
• Page End: 200
• Publication Date: 2016-03-03
• Subjects: mathematical competence -- intellectual disability -- teaching strategies -- classroom research; Education -- Research -- Periodicals; 370.72
• DOI: 10.1080/00313831.2015.1017836
• Languages: English
• ISSNs: 0031-3831

Abstract

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.