Diversity in Norwegian mathematics examinations, 1962–2020
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/3121863Utgivelsesdato
2014Metadata
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Originalversjon
10.1080/00313831.2024.2322950Sammendrag
Increasingly, mathematics educators see the importance of representation
of diversity in pedagogical texts. The number of identity markers often
considered has increased over the previous half century, and now
includes, for instance, gender, class, ethnicity, religion, functionality, and
sexual orientation. We investigate representation of different identity
markers in Norwegian mathematics exams in compulsory school
(Grunnskolen) during the period 1962–2020. Through a quantitative
content analysis of 1514 exam tasks, we gain a detailed picture of
change over time. Representation in Norwegian examination tasks has
improved gradually over the past half century. While representation of
girls approached 50% in the 1980s, people with non-stereotypical
Scandinavian names or appearances (non-white) were in the single
digits until the 2000s. However, it appears that inclusion has been
selective, and that some groups are still invisible. There are no clear
examples of homosexuality and only two of explicitly disabled people
in our material.