Citation/Eksport
Resumé
Denna artikel skildrar hur inkludering och likvärdighet villkoras och kan stödjas genom matematikundervisning och rapporterar resultat från samarbetsprojektet “Mathematics is MInE”. Inledningsvis skildras inkludering och likvärdighet i matematikämnet i Sverige och tidigare forskning. Därefter presenteras principer som kan användas för att kartlägga och förstå hur inkludering och
likvärdighet blir till. För att illustrera den skolutveckling som pågick parallellt med forskningsprojektet presenteras två fiktiva fall med tillhörande diskussionsfrågor. Dessa kan nyttjas för att fördjupa kunskap om hur likvärdighet och inkludering kan villkoras och stödjas på individ-, grupp- och organisationsnivå även i andra kontexter. Slutligen diskuteras implikationer för forskning och praktik.
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