Investigating classroom level pedagogic practice in relation to strategies for adapted education

This work package focused on pedagogic practices at classroom level and collected video data in both primary and secondary classrooms, interviews with teachers, and focus groups with students.

Sigrun Holmedal conducted a parallel PhD study on attainment grouping as part of this work package: Sigrun Holmedal (2023) The purpose of Education? Exploring the contradiction of inclusion through attainment grouping in Norwegian mathematics teaching

Outputs from this work package:

Journal articles:

Elisabeta Eriksen, Yvette Solomon, Annette Hessen Bjerke, William James Gray & Bodil Kleve (2022) Making decisions about attainment grouping in mathematics: teacher agency and autonomy in Norway, Research Papers in Education, 39(3), 379–399

Constantinos Xenofontos, Yvette Solomon & Hege Knudsmoen (2024) Norwegian teachers’ perspectives on inclusive practices in the mathematics classroom,  International Journal of Inclusive Education

Conference proceedings:

Elisabeta Eriksen, Ellen Konstanse Hovik & Grethe Kjensli (2021) Challenges in Enacting Classroom Dialogue, in Guri A. Nortvedt, Nils Buchholtz, Janne Fauskanger, Freyja Hreinsdottir, Marcus Hähkioniemi & Britta Eyrich Jessen (eds) Bringing Nordic mathematics education into the future: Preceedings of Norma 20: The Ninth Nordic Conference on Mathematics Education, Oslo, pp. 41-48

Aleksandra Hara Fadum, Bodil Kleve & Camilla Rodal (2021) An investigation activity as a means of including students in mathematical sensemaking, in Guri A. Nortvedt, Nils Buchholtz, Janne Fauskanger, Freyja Hreinsdottir, Marcus Hähkioniemi & Britta Eyrich Jessen (eds) Bringing Nordic mathematics education into the future: Preceedings of Norma 20 : The Ninth Nordic Conference on Mathematics Education, Oslo, pp. 49-56

Sigrun Holmedal (2021)Teachers’ talk about attainment grouping in mathematics: the role of fixed ability beliefs, in Guri A. Nortvedt, Nils Buchholtz, Janne Fauskanger, Freyja Hreinsdottir, Marcus Hähkioniemi & Britta Eyrich Jessen (eds) Bringing Nordic mathematics education into the future: Preceedings of Norma 20: The Ninth Nordic Conference on Mathematics Education, Oslo, pp 81-88

James Gray, Ida Heiberg Solem & Annette Hessen Bjerke (2022) Appropriation: The role of progressing and focusing actions. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy.

James Gray & Bodil Kleve (2022) Mathematical knowledge for teaching: challenges and potential in the case of geometrical patterns. Twelfth Congress of the European Society for Research in Mathematics Education (CERME 12), Feb 2022, Bozen-Bolzano, Italy.

Sigrun Holmedal (2022) Navigating the contradiction between attainment grouping and inclusion in mathematics: the role of teacher identity. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy.

Conference papers:

Gray, J., Foyn, T., Holmedal, S. & Solomon, Y. “On the learning train”: problematising “the good lesson”, NORMA, The Tenth Nordic Conference on Mathematics Education, Copenhagen, June 2024

For further information, contact Elisabeta Eriksen, email elriksen@oslomet.no or Yvette Solomon, email y.solomon@mmu.ac.uk