Learning environments in mathematics: through policy and student’s experiences and of being in specific mathematical difficulties

This paper presents results of how students in specific mathematical difficulties perceived, conceived, and lived learning environments in mathematics. Videos from the National Agency for Special Needs Education and Schools of four students in specific mathematical difficulties, talking about their experiences of mathematical teaching and learning through their schooling were analyzed. Henri Lefebvre’s ideas of the “production of space” is used as a theoretical guide to analyze the perceived, conceived and lived learning environments in mathematics. The results show three perceived spaces: traditional learning space, test-space, and learning space at home. The conceived space is about the way they were supposed to, and the lived space is a space of exclusion. Conclusions are that the students describe learning environments in mathematics rather statically and negatively, and that there is a need to interrupt the selective traditions of mathematics to meet diversity.