The purpose of this paper is to determine how teachers in their future profession can provide an inclusive mathematics education, free from discrimination, in fulfilment of goal 4 (SDG 4) in the sustainable development goals in Agenda 2030. Goal 4 is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UN, 2022). The research questions discussed in the paper are the following: Which inclusive methods can mathematics teachers implement in the classroom (in accordance with SDG 4 in Agenda 2030)? What challenges do mathematics teachers encounter in their profession, in relation to inclusive education? On what grounds might discrimination against students in mathematics education occur? In developing the paper the work has been divided between the two authors. Individual searches were made and later discussed. The initial searches contained the keywords "discrimination", "mathematics education", "safety" and "Agenda 2030" with additional synonyms. Later on, “inclusion” was determined as a key search word as it generated more relevant search results. The paper discusses inclusion within mathematics education, student perceptions and framings in connection with the subject. Regarding this, methods for inclusion within the area are presented in the paper's conclusion. The methods include language-oriented teaching, variation, differentiation possibilities, the relationship between the teacher and the students, student-led teaching, repetition, routines, intervention and follow-up.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-57810 |
| Date | January 2023 |
| Creators | Levin, Jenny, Fält, Ellinor |
| Publisher | Malmö universitet, Institutionen för naturvetenskap, matematik och samhälle (NMS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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