This website is changing

Mathematics and inclusion: Materials for providers of initial teacher training

What is it?

These inclusion materials consist of a file and an accompanying video. They are intended to provide a variety of resources, information and ideas to support tutors in:

• helping trainees to consider the needs of all pupils when planning and assessing mathematics;
• enabling trainees to make connections between recent and relevant research related to inclusion and the pupils’ learning experiences;
• engaging trainees in debate and evaluation of their own practice with respect to inclusion issues in mathematics.

The materials are designed to complement existing resources within course programmes.

Key principles
The definition of inclusion initiates much debate and discussion. Trainees may find it helpful to consider the various definitions of inclusion and prioritise these in terms of their own beliefs and experiences. The activities in appendix iii on pages 46–48 may prove a useful starting point for this process.

The materials reflect Wave 1 and Wave 2 of the National Literacy Strategy (NLS) and the National Numeracy Strategy (NNS) model of three ‘Waves’ of support, as well as the inclusion references within the Professional Standards for Qualified Teacher Status (DfES, 2002). Wave 1 is about what should be on offer for all pupils: the effective inclusion of all pupils in a high-quality daily mathematics lesson. Wave 2 concerns pupils who, supported by the class teacher and other adults, can be expected to ‘catch up’ with their peers as a result of this intervention. There is an additional Wave 3 level of support involving specific targeted intervention for pupils identified as requiring SEN support.

The information and ideas within the materials focus on specific and generic principles of inclusion in relation to mathematics teaching and learning. The aspects and suggested activities within each section exemplify Corbett’s description of exceptionally skilful inclusion practice where ‘There is a real effort made to involve the learners, to create situations in which they can meet with success and to build on their existing level of knowledge’ (Corbett, 2001). The materials also highlight the principle that all pupils have strengths that deserve recognition.

Rationale
The materials have been organised in sections to highlight some key principles, aid flexibility of use and support existing practice. Use of labelled sections and space for additional notes enable tutors to select, modify and exemplify appropriately. Section 1 focuses on helping trainees to observe and analyse three different groups: pupils requiring additional support with mathematics; pupils learning English as an additional language; and more able pupils. Although these three groups do not represent all groups within a school or course programme, it is likely trainees will encounter one or more of these groups within school placements.

Sections 2 and 3 focus on ways in which planning and assessment can support inclusive teaching and learning in mathematics.

Appendices i to vi provide examples and exemplification of inclusion provision within current Initial Teacher Training course programmes; suggested activities for the accompanying video; definitions of inclusion; research articles; a bibliography and National Numeracy Strategy resources.

Existing National Numeracy Strategy and QCA video sequences have been drawn together in the accompanying video Mathematics and Inclusion: materials for providers of Initial Teacher Training. This video highlights some key principles of inclusion within the teaching and learning of mathematics. In addition to these video sequences being referenced appropriately throughout the file, there is also a separate section of possible video activities and observation tasks. The video has a counter for ease of reference.

Downloads

Mathematics and inclusion (PDF 2.7Mb)