Krysse grenser og beregninger: Skjæringspunktet mellom innvandrerbakgrunn, sosioøkonomisk status og matematikklæring

Abstract

The purpose of this master's thesis is to examine how high and low SES immigrant students experience the mathematics classroom, with a focus on participation, perception, and external factors. I aim to investigate whether there is a significant difference in the experiences of students from high SES backgrounds compared to those from low SES backgrounds, or if their experiences are similar.

To answer my research question, I collected data through focus group, individual interviews, and observation of a mathematics class. Two focus group interviews were conducted: one with three high SES immigrant students and one with three low SES immigrant students. Following this, individual interviews were conducted. Finally, an observation of mathematics lesson.

To examine the experiences of high and low SES immigrant students in the mathematics classroom, I used the concept of intersectionality, proposed by Crenshaw (1989), as my theoretical framework. The findings from my study indicate that high SES students engage differently with mathematics, then their counterparts. Further investigation reveals that high SES and low SES immigrants have expectations, but there is a difference in support. The interviews reveal a clear difference in perception of mathematics as a subject. It highlights the need to consider that students from different socioeconomic backgrounds have different experiences and opportunities in mathematics.