LEARNING OUTCOMES
By the end of this chapter, you will:
• understand the complexity of primary mathematics classrooms
• recognise a range of potential barriers to learning mathematics
• be able to plan for diversity in the mathematics classroom
• recognise the potential of technology to meet all learners’ mathematical needs.
Key term
• Inclusion: Policy of including all students in mainstream classrooms wherever possible
Australian and New Zealand classrooms are becoming increasingly diverse. In addition to a wide range of mathematical abilities, primary teachers of mathematics have to meet the needs of children from numerous cultural backgrounds, many of whom have had different mathematical experiences. Children who have physical, intellectual, social or emotional difficulties may be included in the mainstream classroom, but all have the capacity to learn mathematics. There may also be children who are classified as gifted and talented in one or more domains. Technology can be helpful in meeting some of these varied mathematical needs.
Although this chapter addresses issues relating to inclusion in primary mathematics classrooms, it does not pretend to provide a special education focus. The needs of children with specific disabilities can be highly technical, and it is well beyond the scope of this chapter to try to deal with all the detailed requirements and concerns that may be encountered. Rather, the chapter aims to help the primary teacher deal with the reality of mathematics teaching in modern classrooms, where there may be children with very diverse learning needs, and to consider the role that technology may play in this.
A fundamental tenet of both the Australian and New Zealand curricula is that all learners should have access to the full mathematics curriculum, regardless of background (Commonwealth of Australia 2009). The rationale included in the Australian Curriculum: Mathematics begins with the statement, ‘Learning mathematics creates opportunities for and enriches the lives of all Australians.’ Later the rationale includes the statement:
The curriculum anticipates that schools will ensure all students benefit from access to the power of mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently. The mathematics curriculum provides students with carefully paced, in-depth study of critical skills and concepts.
Review the options below to login to check your access.
Log in with your Cambridge Aspire website account to check access.
There are no purchase options available for this title.
If you believe you should have access to this content, please contact your institutional librarian or consult our FAQ page for further information about accessing our content.