Negotiating performative and professional accountability in inclusive mathematics education in Norway
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
Previous research often emphasises the negative consequences for inclusive education following the current dominance of performative accountability in education. However, contextual variations, as well as along what dimensions context matters, are often overlooked. Based on a qualitative analysis of inclusive mathematics education in Norway, what we described as the knowledge dimension of professional accountability in education is found to be important for understanding such contextual differences. Mathematics is an interesting case for examining performative accountability given its indispensable nature, importance for further education and often failure to enable all students to reach their full potential, raising an array of questions about teaching, differentiation, support and the learning environment. To study the meaning, operationalisation and enactment of inclusive mathematics education, we draw on theoretical perspectives on performative and professional accountability and ask: How do education actors at different institutional levels give meaning to and operationalise inclusive mathematics education? How does the negotiation between what we analytically describe as performative and professional accountability contribute to how inclusive mathematics education is enacted? This study shows that professional accountability was more prominent in the accounts than performative accountability, pointing to the need to study performative accountability in its national and local contexts, including the school and classroom contexts. To understand these contextual differences, however, there is a need to include a knowledge dimension, as the knowledge the actors draw upon clearly has implications for how ideas about both inclusion and performance are enacted.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Educational Research, v. 129, p. 102518
- Editora
- Elsevier BV
- Ano
- 2024 (2024-11-24)
- Idioma
- en
- Palavras-chave
- inclusive mathematics education; professional accountability; educational accountability; contextual variation; knowledge dimension; education actors; differentiation; learning environment; Norway
- Temas
- Inclusão
- DOI
- 10.1016/j.ijer.2024.102518
- ISSN
- 0883-0355, 1873-538X
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
BJERKE, Annette Hessen et al.. Negotiating performative and professional accountability in inclusive mathematics education in Norway. International Journal of Educational Research, v. 129, p. 102518, 2024. DOI: https://doi.org/10.1016/j.ijer.2024.102518.
APA
Bjerke, A. H., Dalland, C. P., Mausethagen, S., & Knudsmoen, H. (2024). Negotiating performative and professional accountability in inclusive mathematics education in Norway. International Journal of Educational Research, 129, 102518. https://doi.org/10.1016/j.ijer.2024.102518
BibTeX
@article{bjerke2024,
author = {Bjerke, Annette Hessen and Dalland, Cecilie Pedersen and Mausethagen, Sølvi and Knudsmoen, Hege},
title = {Negotiating performative and professional accountability in inclusive mathematics education in Norway},
year = {2024},
journal = {International Journal of Educational Research},
volume = {129},
pages = {102518},
publisher = {Elsevier BV},
doi = {10.1016/j.ijer.2024.102518},
language = {en}
}RIS
TY - JOUR AU - Bjerke, Annette Hessen AU - Dalland, Cecilie Pedersen AU - Mausethagen, Sølvi AU - Knudsmoen, Hege TI - Negotiating performative and professional accountability in inclusive mathematics education in Norway PY - 2024 JO - International Journal of Educational Research VL - 129 SP - 102518 DO - 10.1016/j.ijer.2024.102518 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática
Cadernos Cajuína, v. 11, n. 9 · DOI 10.52641/cadcajv11i9.3567
Download disponível Baixar PDF na fonte: A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática (abre em nova aba) Acessar texto completo: A legislação educacional e a inclusão de estudantes com o Transtorno do Espectro Autista – TEA no ensino de matemática (abre em nova aba) -
NEUROCIÊNCIAS E ETNOMATEMÁTICA COMO FERRAMENTAS NO ENSINO DE MATEMÁTICA E CIÊNCIAS: POTENCIALIZANDO O APRENDIZADO DOS ALUNOS DE EJA E CONSTRUINDO AUTONOMIA ATRAVÉS DE UMA EDUCAÇÃO LIBERTADORA
Revista Tópicos, v. 4, n. 32 · DOI 10.70773/revistatopicos/777350433
Download disponível Baixar PDF na fonte: NEUROCIÊNCIAS E ETNOMATEMÁTICA COMO FERRAMENTAS NO ENSINO DE MATEMÁTICA E CIÊNCIAS: POTENCIALIZANDO O APRENDIZADO DOS ALUNOS DE EJA E CONSTRUINDO AUTONOMIA ATRAVÉS DE UMA EDUCAÇÃO LIBERTADORA (abre em nova aba) Acessar texto completo: NEUROCIÊNCIAS E ETNOMATEMÁTICA COMO FERRAMENTAS NO ENSINO DE MATEMÁTICA E CIÊNCIAS: POTENCIALIZANDO O APRENDIZADO DOS ALUNOS DE EJA E CONSTRUINDO AUTONOMIA ATRAVÉS DE UMA EDUCAÇÃO LIBERTADORA (abre em nova aba) -
Mancala e a Educação Antirracista: Saberes Africanos nos Anais do XIV Encontro Nacional de Educação Matemática
Encontro Baiano de Educação Matemática
-
How preservice mathematics teachers construct criteria for worthwhile mathematical activities from written reflections
Discover Education, v. 5, n. 1 · DOI 10.1007/s44217-026-01424-x
-
Innovación pedagógica en la enseñanza de la matemática: estrategias didácticas y metodologías activas en la educación media
Polo del Conocimiento, v. 11, n. 4 · DOI 10.23857/pc.v11i4.11471
Download disponível Baixar PDF na fonte: Innovación pedagógica en la enseñanza de la matemática: estrategias didácticas y metodologías activas en la educación media (abre em nova aba) Acessar texto completo: Innovación pedagógica en la enseñanza de la matemática: estrategias didácticas y metodologías activas en la educación media (abre em nova aba)