Resumé
Hvilken forskningsbaseret viden kan identificeres om sammenhængen mellem matematiklæreresklasseledelse og elevers deltagelse i læringsfællesskabet? Reviewet stiller skarpt på hvordanlærere praktiserer klasseledelse i den almindelige matematikundervisning, og på hvilke betydningerforskellige praksisformer kan få for elever i matematikvanskeligheder. Det beskrives hvordan lærerensadfærds-, relations- og læringsledelse bidrager til forskellige elevers muligheder for inklusion i fagetmatematik. Der er fundet ti studier af den almene matematikundervisning der peger på forskelligeundervisningsstrategier over for elever i læringsvanskeligheder på begynder- og mellemtrin. Studiernebeskrives her, og der uddrages konklusioner på tværs af studierne.What research-based knowledge can be identified in relation to the connection between mathematicsteachers’ classroom leadership and students’ participation in the learning community? The presentreview focuses on how teachers are practicing classroom leadership in the general mathematicseducation and how these forms of practice can be of importance for students in learning difficulties.It is described how the teacher’s behavioral, relational, and learning leadership can support differentstudents’ opportunities for inclusion in mathematics. Ten studies of general mathematics educationhave been found that point to teaching strategies towards students in learning difficulties at beginnerand intermediate stage. These studies are described here, and conclusions across studies are extracted.
