Two international trends are presented by some central documents as they constitute important general frames for understanding and coping with students in mathematics difficulty: A trend towards a political focus on math-containing competence for all, which stresses the need to further work in research and practice. And a trend towards political and economical interest in inclusive schools, which challenges thinking on normality and organisation and where concept of inclusion need to be given a mathematical dimension. The article suggests a model for conceptualising mathematics difficulties, and discusses the model in terms of inclusion. Danish results serve as a case to illustrate general questions and trends.
Nordisk Matematikkdidaktikk, 2006, Vol 11, Issue 4, p. 65-96