Discursive prerequisites for inclusion in mathematics education

This study focuses prerequisites for inclusion in mathematics education in Sweden and Norway. It presents a comparative analysis of governing documents with the aim to identify discursive differences and similarities. Following discourse analysis by Gee, four Discourses were construed – Participation in society, Participation in education, Participation in mathematics knowledge and Participation through perspective. The first three are overlapping between the countries. The fourth is only visible in the Norwegian context. The results show that both curricula address inclusive mathematics education, though in different ways. The Norwegian curriculum frames inclusion as community-driven, whereas the Swedish curriculum prioritizes individual participation.