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International Handbook of Mathematical Learning Difficulties pp 107–125Cite as

Mathematical Learning and Its Difficulties: The Case of Nordic Countries

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Abstract

Denmark, Finland, Iceland, Norway, and Sweden form a group of the Nordic welfare states. Culturally, economically, and politically, these countries share historical ties with each other with a strong role of the state in social policy and education. Here, we present the main features of the current models of special needs education in mathematics in these countries. In all these countries, the primary education is free for families, and the role of the state in regulating the educational system has been strong. However, despite cultural similarities, the solutions and policies within the educational systems have developed to different directions.

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Author information

Authors and Affiliations

  1. Niilo Mäki Institute, Jyväskylä, Finland

    Pekka Räsänen

  2. Statped, Oslo, Norway

    Espen Daland & Tone Dalvang

  3. Department of Mathematics and Computer Science, Karlstad University, Karlstad, Sweden

    Arne Engström

  4. Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland

    Johan Korhonen

  5. School of Education, University of Iceland, Reykjavík, Iceland

    Jónína Vala Kristinsdóttir

  6. Department of Educational Theory and Curriculum Studies, Aarhus University, Aarhus, Denmark

    Lena Lindenskov

  7. The Competence Center for Mathematics Didactics KomMat, University College Sjælland, Roskilde, Denmark

    Bent Lindhardt

  8. Faculty of Education Studies, University of Iceland, Reykjavík, Iceland

    Edda Oskarsdottir

  9. The Reading Centre, University of Stavanger, Stavanger, Norway

    Elin Reikerås

  10. Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden

    Ulf Träff

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  1. Pekka Räsänen
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Correspondence to Pekka Räsänen .

Editor information

Editors and Affiliations

  1. Faculty of Education Sciences, Department of Psychology, University of Duisburg-Essen, Essen, Germany

    Annemarie Fritz

  2. Faculty of Education, Centre for Education Practice Research, University of Johannesburg, Johannesburg, South Africa

    Annemarie Fritz

  3. Departamento de Psicologia, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Vitor Geraldi Haase

  4. Niilo Mäki Institute, Jyväskylä, Finland

    Pekka Räsänen

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Räsänen, P. et al. (2019). Mathematical Learning and Its Difficulties: The Case of Nordic Countries. In: Fritz, A., Haase, V.G., Räsänen, P. (eds) International Handbook of Mathematical Learning Difficulties. Springer, Cham. https://doi.org/10.1007/978-3-319-97148-3_8

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  • DOI: https://doi.org/10.1007/978-3-319-97148-3_8

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