Abstract
This workshop will focus on how the principle of inclusion can be realised in a subject that forms a key part of the curriculum in all countries. The scene will be set with comparisons between the mathematical achievement of pupils 'n different countries and the efforts that have been made to raise standards. Reference will be made to the UK Numeracy Strategy which is based upon teaching methodologies imported from countries, such as Hungary, that are considered to be more successful in their mathematical education.
Elements of curriculum delivery; including curriculum breadth and richness, planning and evaluation, teaching style, staff training and support in the classroom; will be covered, drawing upon approaches used in several countries.
During the session delegates will be invited to participate in an exploration of the factors involved in aiming to both raise overall achievement in mathematics and to include all children with individual learning needs in the mathematics curriculum. They will he invited to refer to experience in their own countries to identify some of the tensions that can arise from pursuing a dual focus on promoting inclusion and raising standards.
Inclusive Mathematics 5-11, by Brian Robbins (Cessell 2000).
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