This unit provides a range of strategies to cater for students with diverse needs in learning mathematics. The learning needs may include: difficulties directly related to the learning of mathematics, such as dyscalculia; difficulties that are not directly related to mathematics, such as literacy obstacles; or other learning differences, such as those which stem from cultural differences or exceptionality. The range of students also includes those who are gifted in learning mathematics. The unit is based on two justifiable premises: first, that all students are able to engage successfully with an appropriately challenging mathematics curriculum but may do so in different ways; and second, that teachers have a responsibility to provide high quality learning experiences, supported by pedagogical reasoning, to all students.
|Unit name||Inclusive Mathematics|
|Faculty/School||College of Arts, Law and Education
Faculty of Education
|Available as student elective?||No|
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- Reflect on the necessary attitudes and professional values needed in order to meet the diverse learning needs of students in mathematics classrooms, including a commitment to social justice, inclusion, engagement and achievement.
- Design, develop and justify mathematical learning experiences, including assessment, for students with diverse learning needs.
- Analyse and synthesise scholarly literature relevant to identifying and catering for the diverse needs of students and apply that knowledge in the context of mathematics teaching and learning.
- Communicate in written and oral forms in a scholarly manner and engage in constructive discussion with peers.
ESH320 or EES162 or EPR320
Task 1: Online Discussion and Reflection, 1200 words [2 x 600 word summary reflections] (30%)
Task 2: Planning for inclusion lesson plan, 600 words, rationale 600 words (30%)
Task 3: Group Presentation, 1600 words (40%)
|Timetable||View the lecture timetable | View the full unit timetable|
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