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 - https://doi.org/10.1007/978-3-030-95216-7_8
DO - https://doi.org/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 -
