Inclusive Mathematics 5-11Robbins shows how all students, including those with special needs, can learn mathematics effectively within the mainstream curriculum. By drawing on case studies from several countries, he illustrates the implications of inclusive education for classroom teaching, whole school approaches, and teacher development. |
Contents
| 1 | |
MATHEMATICS IN PRIMARY AND SPECIAL SCHOOLS | 11 |
INCLUSIVE PRIMARY MATHEMATICS | 53 |
SUPPORTING AN INCLUSIVE APPROACH | 105 |
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Common terms and phrases
ability able achievement activities additional support adult aims approach asked assessment benefit challenge child children with learning children with special class teacher classroom colleagues considered David Fulton Denvir described differentiation effective encouraged ensure example expectations Falmer Framework for Numeracy give head teacher identified inclusive classroom inclusive mathematics inclusive practices individual learning interactive involved knowledge learning mathematics learning support assistants learning targets local education authorities London low attainment mainstream education mainstream schools materials mathematical education mathematical experiences mathematics coordinator mathematics curriculum mathematics lessons mathematics teaching maths meaningful National Curriculum National Numeracy Strategy Numeracy Project opportunities parents participate partnership planning present primary education primary school problems professional development programme progress questions range recognize regular individual support relevant Robbins role SENCO session severe learning difficulties Socrates programme special educational needs special needs special schools standards style TALKING POINTS taught teaching mathematics understanding Whilst