The Inclusive Mathematics Classroom

In reading A Guide to Effective Instruction in Mathematics, Volume One: Foundations of Mathematics Instruction Pgs.23-34, it is clear that student learning in mathematics needs to go beyond procedural instruction (actually it needs to come first and be the learning intention of lesson). The research base of this reading identifies that students lose procedural understandings overtime, but the conceptual understanding...the part that makes sense to students, lasts. This is only logical as it becomes an ongoing evolution of how students see their world around them. This "making sense" of their world is life long because they live it everyday. So, as teachers we need to have the greatest impact on student learning in the area of conceptual understanding. Inclusion is connected to focusing on conceptual understanding because we NEED to see each and everyone of our learners as unique people that make meaning of their world in their own way using the power of what they are good at and sometimes inhibited by what they struggle with. This understanding needs to be active in our minds as we plan inquiries that have many connecting points for the stages our learners are at and what schema they bring to the table. We need to maximize the connections for each of our students so that we can put them in a position to be successful in making meaning for themselves.

In addition, we need to use reflection through conferencing and debriefing to support student metacognition. This solidifies/reshapes their understanding and helps to bridge any gaps that they may have had in their understanding of concepts.