To what extent do curriculum subjects, particularly highly abstract ones such as Mathematics, have their own unique special needs?
This book celebrates the work done by subject specialists in mainstream classrooms to promote inclusive practice. It describes new and creative ways of developing mathematical thinking among pupils. Each chapter demonstrates reflective minds at work, close observation of learners, willingness to understand the students’ thinking process and patient commitment to students over long periods of time.
Features of the book include:
how low-attaining students can think mathematically
numeracy recovery
task refusal in primary mathematics
progression in written calculation strategies for division
using graphic calculators with low-attaining pupils
generalising arithmetic: an alternative to algebra
learning support assistants in mathematics lessons
inclusion and entitlement, equality of opportunity and quality of curriculum provision.