Citation/Eksport
Resumé
Artikkelen rapporterer delfunn fra en multikasusstudie som undersøker matematiske læringsmuligheter i heterogene smågrupper for elever (13‑14 år) som presterer lavt i matematikk. Studien er forankret i teorien om objektivisering og i posisjoneringsteori og diskuterer hvordan medelevenes multimodale handlinger kan regulere elever som presterer lavt i matematikk sine muligheter til å
delta i gruppas aktualisering av matematisk kunnskap. For å undersøke dette har flere heterogene smågrupper blitt filmet mens de har jobbet med LIST-oppgaver. Resultatet viser eksempler på regulerende handlinger som kan regulere elever som presterer lavt sin deltakelse. Videre illustrerer studien at LIST-oppgaver kan skape læringsmuligheter for alle i inkluderende klasserom.
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