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Encyclopedia of Mathematics Education pp 284–286Cite as

Inclusive Mathematics Classrooms

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Definition

The term “inclusive” has been widely adopted within the special needs discourse and is frequently associated with this field. However a much expanded view of “inclusive” is used in this entry. The term “inclusive” is used here to refer to those students who traditionally have been excluded from success in school mathematics. This may be on the basis of gender, social background, culture, race, and language. The focus of the inclusivity can be directed at any one or more of these target areas. The focus of the work may include the practices within the classroom through to policy at school or government levels that shape the practices in the classroom. Inclusivity may include innovations in curriculum, pedagogy, and/or assessment. It can be shaped by psychological discourses aimed at developing characteristics within the students such as motivation, self-esteem, confidence, and resilience as well being shaped by sociological discourses that consider the wider social and...

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Author information

Authors and Affiliations

  1. School of Education and Professional Studies, Mt Gravatt Campus, Griffith University, 176 Messines Ridge Road, 4122, Mt Gravatt, QLD, Australia

    Robyn Jorgensen

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  1. Robyn Jorgensen
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Correspondence to Robyn Jorgensen .

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Editors and Affiliations

  1. Department of Education, Centre for Mathematics Education, London South Bank University, London, UK

    Stephen Lerman

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© 2014 Springer Science+Business Media Dordrecht

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Jorgensen, R. (2014). Inclusive Mathematics Classrooms. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4978-8_75

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  • DOI: https://doi.org/10.1007/978-94-007-4978-8_75

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  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-007-4977-1

  • Online ISBN: 978-94-007-4978-8

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