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dc.date.accessioned2020-07-09T19:15:00Z
dc.date.available2020-07-09T19:15:00Z
dc.date.created2020-03-20T13:23:24Z
dc.date.issued2020
dc.identifier.citationNortvedt, Guri A. Wiese, Eline . Numeracy and migrant students: a case study of secondary level mathematics education in Norway. ZDM: Mathematics Education. 2020
dc.identifier.urihttp://hdl.handle.net/10852/77716
dc.description.abstractPrevious research has shown that adults from migrant backgrounds often have lower numeracy competence than do their majority counterparts, even though many were educated in their host country. Leaving secondary education with lower levels of numeracy competence than majority students potentially makes migrant students vulnerable as adults, as the lack of numeracy competence can negatively impact their opportunities to participate in work-life and society, in addition to affecting their everyday lives. Thus, it is vitally important to understand how mathematics education at the compulsory level can offer migrant students opportunities to develop numeracy competence. This paper presents a case study of four Norwegian lower secondary mathematics teachers. These teachers were asked to reflect on their classroom practices and on how they adapt teaching and assessment situations to migrant students. Our findings show that the teachers valued diversity in their classrooms and that their teaching was student-centred, focused on assessment for learning and problem-solving practices. These are potential building blocks for culturally responsive teaching. However, the teachers mainly focused on language issues, while cultural aspects of classroom participation and mathematical activity were neglected. This paper argues that such views may potentially hinder the provision of equal opportunities for all students to become numerate and, therefore, may contribute to maintaining migrant students—and the migrant adults they will become—as a vulnerable group.
dc.languageEN
dc.rightsAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.titleNumeracy and migrant students: a case study of secondary level mathematics education in Norway
dc.typeJournal article
dc.creator.authorNortvedt, Guri A.
dc.creator.authorWiese, Eline
cristin.unitcode185,18,2,0
cristin.unitnameInstitutt for lærerutdanning og skoleforskning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2
dc.identifier.cristin1802645
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=ZDM: Mathematics Education&rft.volume=&rft.spage=&rft.date=2020
dc.identifier.jtitleZDM: Mathematics Education
dc.identifier.volume52
dc.identifier.issue3
dc.identifier.startpage527
dc.identifier.endpage539
dc.identifier.doihttps://doi.org/10.1007/s11858-020-01143-z
dc.identifier.urnURN:NBN:no-80797
dc.type.documentTidsskriftartikkel
dc.type.peerreviewedPeer reviewed
dc.source.issn1863-9690
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/77716/1/Nortvedt-Wiese2020_Article_NumeracyAndMigrantStudentsACas_ZDM.pdf
dc.type.versionPublishedVersion


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