Supporting diverse approaches to meaningful mathematics: From obstacles to opportunities

TY - CHAP

T1 - Supporting diverse approaches to meaningful mathematics: From obstacles to opportunities

AU - Finesilver, Carla

AU - Healy, Lulu

AU - Bauer, Ann

PY - 2022/7/12

Y1 - 2022/7/12

N2 - In this chapter, we explore how classroom cultures might be established that are more congruent with the diverse needs of all the learners who compose them, and identify features that support the development of conceptual understanding of mathematics in learners currently marginalized by normative classroom expectations. We focus in particular on two interlinked issues, time and tools. First, we address how time-related pressures particularly affect students with learning differences, difficulties or disabilities, and suggest ways of thinking about the constructs of efficiency and economy that respect student difference. We then address these constructs in relation to tool use, looking at some ways by which tools (in a broad sense, including, e.g. manipulatives, calculation and communication devices, memory aids, representational strategies) may be particularly helpful for students who have not been able to access mathematics teaching in the same ways, or as successfully, as their more typically-developing peers.

AB - In this chapter, we explore how classroom cultures might be established that are more congruent with the diverse needs of all the learners who compose them, and identify features that support the development of conceptual understanding of mathematics in learners currently marginalized by normative classroom expectations. We focus in particular on two interlinked issues, time and tools. First, we address how time-related pressures particularly affect students with learning differences, difficulties or disabilities, and suggest ways of thinking about the constructs of efficiency and economy that respect student difference. We then address these constructs in relation to tool use, looking at some ways by which tools (in a broad sense, including, e.g. manipulatives, calculation and communication devices, memory aids, representational strategies) may be particularly helpful for students who have not been able to access mathematics teaching in the same ways, or as successfully, as their more typically-developing peers.

KW - inclusive pedagogy

KW - special educational needs

KW - disability

KW - mathematics education

KW - representations

U2 - 10.1007/978-3-030-95216-7_8

DO - 10.1007/978-3-030-95216-7_8

M3 - Chapter

T3 - Research in Mathematics Education

SP - 157

BT - Enabling Mathematics Learning of Struggling Students

A2 - Xin, Yan Ping

A2 - Tzur, Ron

A2 - Thouless, Helen

PB - Springer

CY - Cham

ER -