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.
General
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