Inclusive mathematics education acknowledges human diversity and involves supporting the diverse learning needs of all students in general mathematics classrooms. In this chapter we review Australasian research concerning the various categories of diversity using the three themes of our framework: Access to the curriculum through policies and leadership practices; Diverse approaches to learning mathematics; and Teaching approaches for inclusion. Our analysis of the literature explored commonalities in research approaches and issues across the field. Our framework deliberately avoids reviewing literature under categories of diversity which would only serve to further segregate. Our review focused on issues arising in the teaching and learning of mathematics and the policies and practices that enable those endeavours. We were unable to identify any research that indicated some groups of learners needed to be taught away from other students. Those strategies or techniques needed for some could be used to enhance the learning of all. Following our review under the three themes, we propose areas of needed research and encourage mathematics education researchers in our region to further develop this field.
- Inclusive education
- Approaches to teaching
- Mathematics attainment
- Educational leadership
This is a preview of subscription content, access via your institution.
Tax calculation will be finalised at checkout
Purchases are for personal use onlyLearn about institutional subscriptions
Australian Council for Educational Research (ACER). (2013). Evaluation of the Cape York Aboriginal Australian Academy Initiative. Final report. Camberwell, VIC: ACER.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2009). The Australian Curriculum: Mathematics. Retrieved from http://www.australiancurriculum.edu.au/Mathematics.
Attwood, A. (March 27, 2015). Indigenous education: Noel Pearson’s Direct Instruction rolled out in remote Pilbara schools despite uncertainties, Australian Broadcasting Corporation. Retrieved from http://www.abc.net.au/local/stories/2015/03/26/4205429.htm.
Averill, R. (2012). Caring teaching practices in multiethnic mathematics classrooms: Attending to health and well-being. Mathematics Education Research Journal, 24(2), 105–128. doi:10.1007/s13394-011-0028-x.
Bawa Kuyini-A, A., & Paterson, D. (2013). Principals’ expectations of teachers to implement inclusive activities and teachers’ understanding of those expectations. Special Education Perspectives, 22(2), 31–44.
Bishop, A., & Kalegeropoulos, P. (2015). (Dis)engagement and exclusion in mathematics classrooms—Values, labelling and stereotyping. In A. Bishop, H. Tan, & T. N. Barkatsas (Eds.), Diversity in mathematics education: Towards inclusive practices (pp. 193–218). Heidelberg, Germany: Springer.
Casey, G. (2013). Interdisciplinary literacy through social media in the mathematics classroom: An action research study. Journal of Adolescent & Adult Literacy, 57(1), 60–71. doi:10.1002/jaal.216.
Clarke, B., & Faragher, R. (2014). Developing early number concepts for children with Down syndrome. In R. Faragher & B. Clarke (Eds.), Educating learners with down syndrome. Research, theory, and practice with children and adolescents (pp. 146–162). Oxon, UK: Routledge.
Clarke, B., & Faragher, R. (2015). Inclusive practices in the teaching of mathematics: Supporting the work of effective primary teachers. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 173–180). Sunshine Coast, QLD: MERGA.
Clinton, J., & Hattie, J. (2013). New Zealand students’ perceptions of parental involvement in learning and schooling. Asia Pacific Journal of Education, 33(3), 324–337. doi:10.1080/02188791.2013.786679.
Cologon, K. (Ed.). (2014). Inclusive education in the early years. South Melbourne, VIC: Oxford University Press.
Council of Australian Governments Human Capital Working Group. (2008). National numeracy review report. Canberra: COAG.
Department of Education Employment and Workplace Relations (DEEWR). (2011). Longitudinal survey of Australian youth, 2003 cohort, Version 4.0 (Computer file). Canberra: Australian Data Archive, The Australian National University.
Ewing, B. (2011). Direct instruction in mathematics: Issues for schools with high Indigenous enroments: A literature review. Australian Journal of Teacher Education, 36(5), 64–91.
Faragher, R. (2014). Learning mathematics in the secondary school: Possibilities for students with Down syndrome. In R. Faragher & B. Clarke (Eds.), Educating learners with Down syndrome: Research, theory and practice with children and adolescents (pp. 174–191). London: Routledge.
Faragher, R. (2015). Diversity. In D. Siemon, K. Beswick, K. Brady, J. Clark, R. Faragher, & E. Warren (Eds.), Teaching mathematics: Foundations to middle years (2nd ed., pp. 142–165). South Melbourne, VIC: Oxford University Press.
Faragher, R., & Clarke, B. (2014). Mathematics profile of the learner with Down syndrome. In R. Faragher & B. Clarke (Eds.), Educating learners with Down syndrome. Research, theory, and practice with children and adolescents (pp. 119–145). London: Routledge.
Forgasz, H., & Hill, J. (2013). Factors implicated in high mathematics achievement. International Journal of Science & Mathematics Education, 11(2), 481–499. doi:10.1007/s10763-012-9348-x.
Furney, A.-M., McDiarmid, C., & Bannister, B. (2014). XSEL virtual selective high school provision: Delivering academically selective secondary curriculum in regional, rural and remote NSW. Australian & International Journal of Rural Education, 24(1), 35–49.
Gaffney, M., Bezzina, M., & Branson, C. (2014). Leading mathematics teaching. In M. Gaffney & R. Faragher (Eds.), Leading improvements in student numeracy. Camberwell, VIC: ACER.
Gaffney, M., & Faragher, R. (2010). Sustaining improvement in numeracy: Developing pedagogical content knowledge and leadership capabilities in tandem. Mathematics Teacher Education and Development, 12(2), 72–83.
Gaffney, M., & Faragher, R. (Eds.). (2014). Leading improvements in student numeracy. Camberwell, VIC: ACER.
Grootenboer, P., & Sullivan, P. (2013). Remote Indigenous students’ understanding of measurement. International Journal of Science & Mathematics Education, 11(1), 169–189. doi:10.1007/s10763-012-9383-7.
Handal, B., Watson, K., Petocz, P., & Maher, M. (2013). Retaining mathematics and science teachers in rural and remote schools. Australian & International Journal of Rural Education, 23(3), 13–27.
Hobbs, L. (2013). Teaching “out-of-field” as a boundary-crossing event: Factors shaping teacher identity. International Journal of Science & Mathematics Education, 11(2), 271–297. doi:10.1007/s10763-012-9333-4.
Hunting, R. P., Mousley, J. A., & Perry, B. (2012). A study of rural preschool practitioners’ views on young children’s mathematical thinking. Mathematics Education Research Journal, 24(1), 39–57. doi:10.1007/s13394-011-0030-3.
Institute of Education Sciences. (2007). WWC Intervention Report. Direct Instruction, DISTAR, and Language for Learning. Washington, DC: What Works Clearinghouse. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Direct_Instruction_052107.pdf.
Jorgensen, R. (2015). Mathematics lessons in remote communities: A case study of Balargo. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 317–324). Sunshine Coast, QLD: MERGA.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.
Lowrie, T., & Jorgensen, R. (2012). Teaching mathematics remotely: Changed practices in distance education. Mathematics Education Research Journal, 24(3), 371–383. doi:10.1007/s13394-011-0031-2.
Lowrie, T., & Jorgensen, R. (2014). The tyranny of remoteness: Changing and adapting pedagogical practices in distance education. International Journal of Pedagogies and Learning, 7(1), 1–8. doi:10.5172/ijpl.2012.7.1.1.
Macqueen, S. E. (2013). Grouping for inequity. International Journal of Inclusive Education, 17(3), 295–309.
Marcone, R., & Atweh, B. (2015). A meta-research question about the lack of research in mathematics education concerning students with physical disability. In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the Eighth International Mathematics Education and Society Conference (pp. 551–558). Portland, OR: Portland State University.
McLeod, D. B. (1992). Research on affect in mathematics education: A Reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575–596). New York: Macmillan.
Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 40(3), 331–348. doi:10.1080/03054985.2014.911725.
Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne declaration on educational goals for young Australians. Melbourne: Curriculum Corporation. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf.
Ministry of Education. (2007). The New Zealand Curriculum. Auckland, NZ: Author. Retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum.
Ministry of Education. (1996). Te Whãriki Early Childhood Curriculum. Auckland, NZ: Author. Retrieved from http://www.education.govt.nz/assets/Documents/Early-Childhood/te-whariki.pdf.
Ng, L. K. (2012). Mathematics anxiety in secondary school students. In J. Dindyal, L. P. Cheng, & S. F. Ng (Eds.), Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 570–577). Singapore: MERGA.
Ng, K. T., Lay, Y. F., Areepattamannil, S., Treagust, D. F., & Chandrasegaran, A. L. (2012). Relationship between affect and achievement in science and mathematics in Malaysia and Singapore. Research in Science & Technological Education, 30(3), 225–237. doi:10.1080/02635143.2012.708655.
OECD. (2013). PISA 2012 Results: Excellence through equity: Giving every student the chance to succeed (Vol. 2). doi:10.1787/9789264201132-en.
Owens, K. (2015). Changing the teaching of mathematics for improved Indigenous education in a rural Australian city. Journal of Mathematics Teacher Education, 18(1), 53–78. doi:10.1007/s10857-014-9271-x.
Perry, L. B., & McConney, A. (2013). School socioeconomic status and student outcomes in reading and mathematics: A comparison of Australia and Canada. Australian Journal of Education, 57(2), 124–140. doi:10.1177/0004944113485836.
Polidano, C., Hanel, B., & Buddelmeyer, H. (2013). Explaining the socio-economic status school completion gap. Education Economics, 21(3), 230–247. doi:10.1080/09645292.2013.789482.
Seah, W. T., & Andersson, A. (2015). Valuing diversity in mathematics pedagogy through the volitional nature and alignment of values. In A. Bishop, H. Tan, & T. N. Barkatsas (Eds.), Diversity in mathematics education: Towards inclusive practices (pp. 167–183). Heidelberg, Germany: Springer.
Shank, D. B., & Cotten, S. R. (2014). Does technology empower urban youth? The relationship of technology use to self-efficacy. Computers & Education, 70, 184–193. doi:10.1016/j.compedu.2013.08.018.
Sullivan, P. (2015a). Maximising opportunities in mathematics for all students: Addressing within school and within class differences. In A. Bishop, H. Tan, & T. N. Barkatsas (Eds.), Diversity in mathematics education: Towards inclusive practices (pp. 239–260). Heidelberg, Germany: Springer.
Sullivan, P. (2015b). The challenge of reporting research to inform the creation of inclusive mathematics learning environments. In A. Bishop, H. Tan, & T. N. Barkatsas (Eds.), Diversity in mathematics education: Towards inclusive practices (pp. 3–16). Heidelberg, Germany: Springer.
Thousand, J., & Villa, R. A. (2000). Inclusion. Special Services in the Schools, 15(1–2), 73–108. doi:10.1300/J008v15n01_05.
Verzosa, D., & Mulligan, J. (2013). Learning to solve addition and subtraction word problems in English as an imported language. Educational Studies in Mathematics, 82(2), 223–244. doi:10.1007/s10649-012-9420-z.
Walshaw, M., & Brown, T. (2012). Affective productions of mathematical experience. Educational Studies in Mathematics, 80(1/2), 185–199. doi:10.1007/s10649-011-9370-x.
Warren, E., & Quine, J. (2013). A holistic approach to supporting the learning of young Indigenous students: One case study. Australian Journal of Indigenous Education, 42(1), 12–23.
Watt, H. M., Shapka, J. D., Morris, Z. A., Durik, A. M., Keating, D. P., & Eccles, J. S. (2012). Gendered motivational processes affecting high school mathematics, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States. Developmental Psychology, 48(6), 1594–1611. doi:10.1037/a0027838.
Westwood, P. (2000). Numeracy and learning difficulties. Approaches to teaching and assessment. Melbourne: ACER Press.
Yeung, A. S., Craven, R. G., & Ali, J. (2013). Self-concepts and educational outcomes of Indigenous Australian students in urban and rural school settings. School Psychology International, 34(4), 405–427. doi:10.1177/0143034312446890.
Zevenbergen, R. (2005). The construction of a mathematical habitus: Implications of ability grouping in the middle years. Journal of Curriculum Studies, 37(5), 607–619.
Editors and Affiliations
© 2016 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Faragher, R., Hill, J., Clarke, B. (2016). Inclusive Practices in Mathematics Education. In: Makar, K., Dole, S., Visnovska, J., Goos, M., Bennison, A., Fry, K. (eds) Research in Mathematics Education in Australasia 2012-2015. Springer, Singapore. https://doi.org/10.1007/978-981-10-1419-2_7
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-1417-8
Online ISBN: 978-981-10-1419-2