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ERIC Number: EJ868138
Record Type: Journal
Publication Date: 2009-Nov
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0025-5785
Inclusive Mathematics Classrooms
Ollerton, Mike
Mathematics Teaching, n216 p5-7 Nov 2009
In this article, the author explores the theme of inclusion. Inclusion is one of the themes within the recent Qualifications and Curriculum Authority (QCA) publication: "Engaging mathematics for all learners" and the author had the good fortune to participate in this project. This involved working with five schools which, frivolously, all had a capital B connection, either geographically: Burnley, Blackburn, Bolton and Belper, or by name: Baliol school in Sedbergh. Seeking to define the word "inclusion" or "inclusive", when applied to mathematics classrooms, is complex and the author would imagine there will be a range of interpretations, representations and manifestations. His definition of inclusion pertains to what a school, a mathematics department, or an individual teacher seeks to do in order to provide the learners with their entitlement to the statutory national curriculum for mathematics. He felt the title of the QCA project, "Engaging mathematics for all learners", automatically has a sense of inclusion running through it. His definition above, however, is rather broad; it can be all too easy to talk or write in platitudes. So, in order to illustrate his definition, the author describes how two of the schools, Baliol and Belper, developed approaches to teaching and learning which demonstrated inclusive practices.
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A