Inclusivity in Mathematics Teaching Practice - DFT0004

Assessment 1: Practical skills assessment

Discussion of first drafts of presentation. Feedback on draft session plan and resources. Peer and tutor feedback on presentation.

Practical Skills Assessment

Assessment 2: Oral presentation/assessment

Tutorials and discussions between the student and their mentor, with a specific focus on how to take practice forward following the practical skills assessment.

Professional Discussion

Assessment 3: Written draft

Discussion of first drafts of written assignments. Tutorials to be provided through face to face or distance tutorials and through.

Written Draft

Assessment 1: Practical Skills Assessment

Students will plan, prepare, explain, and deliver a learning session to teach a mathematical concept to their peers, using an inclusive instructional technique. 

Assessment 2: Written Assignment

Students will situate the inclusive learning approach used in the practical skills assessment in theories of inclusive practice. They will provide a rationale for the approach that was used, linking this to evidence-based ideas about the development of inclusive mathematical understanding to evaluate the success of the learning session.

Written Assignment

<p>Inclusivity requires ongoing reflection and responsiveness. In this module you will be encouraged to reflect on your own biases, teaching practices and assumptions about the mathematics ability of your learners. This module will enable you to create an equitable learning environment where every student feels valued, supported, and capable of success. It is designed to equip you with strategies, theoretical insights and practical tools to foster an inclusive environment in mathematics classrooms. Inclusivity in mathematics education is essential for providing equitable learning opportunities for all students regardless of their backgrounds, abilities, or learning needs. The module addresses diverse approaches to the learning of mathematics, cultural perspectives, special educational needs (SEN) and linguistic differences. It will address the ways in which teachers in the secondary sector can address inequalities, working to both assess and close gaps in mathematical understanding. By the end of the module, you will be able to design and implement inclusive mathematics lessons that empower all students to engage with and succeed in mathematics.</p>

School of Education and Professional Development

<p><a href="https://library.hud.ac.uk/readinglists/DIT0002">https://library.hud.ac.uk/readinglists/DIT0002</a></p>

Initial Teacher Education Schools

DFT0004 - Inclusivity in Mathematics Teaching Practice

Inclusivity in Mathematics Teaching Practice

Be able to determine the impact of inclusive classroom practice on engagement in mathematics learning

Examine a range of theoretical perspectives on inclusive mathematics teaching.

Generate in-depth understanding of an aspect of inclusive practice in the mathematics classroom.

Be able to navigate the complexities associated with inclusive practice that arise in the classroom.

Assess the contribution of other professionals to inclusivity and the provision of personalised support in the mathematics classroom.

Be able to reflect on and address personal biases related to the acquisition of mathematics

Analyse the ethical issues and statutory frameworks associated with ensuring inclusivity in the classroom.