1 Enheden for didaktik vedr. Naturfagene og Matematik, Danish School of Education, Aarhus University, Aarhus University2 Department of Curriculum Research, Danish School of Education, Aarhus University, Aarhus University3 Danish School of Education - Didaktikuddannelserne, Emdrup, Danish School of Education, Arts, Aarhus University4 Danish School of Education - Didaktikuddannelserne, Emdrup, Danish School of Education, Arts, Aarhus University
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