Chapter 7: Identification and Educational Support For Students With Learning Difficulties in Mathematics in Denmark, Finland, and Sweden

The Nordic countries are admired internationally for their well-developed policies on social inclusion within equitable social and educational systems. However, we know very little about the differences between the countries when it comes to identifying children who have difficulty learning mathematics, and the ways in which they are supported at school. The aim of this chapter is to describe and compare the identification and support processes related to mathematical learning difficulties in three Nordic countries: Finland, Denmark, and Sweden. With this knowledge, we will learn more about how equally the Nordic education systems are treating children who have problems in mathematics learning. In addition, we will perhaps identify new and valuable scientific research aims and questions for future development in education systems and practice.