NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ830009
Record Type: Journal
Publication Date: 2009-Feb
Pages: 10
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1360-3116
Teaching Mathematics with a Holistic Approach
Varghese, Thomas
International Journal of Inclusive Education, v13 n1 p13-22 Feb 2009
Many mathematics teachers opt for a strictly teacher-centred curriculum and/or instructional strategy. Given the well-documented evidence noting the benefits of student-centred instruction, it is easy to see that teacher-centred learning on its own cannot best meet the needs of students. On the other hand, some teachers, aware of the importance of a student-centred mathematics curriculum, adopt an exclusively student-centred approach to curriculum and instruction. What is less obvious is that this approach can put some students who belong to certain ethnic groups at a disadvantage. Hence, to be more inclusive, mathematics educators need to take a balanced instructional approach. This paper outlines an inclusive instructional strategy that resembles the structure of and exemplifies the values promoted by the Aboriginal model of the Medicine Wheel. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada