This book provides guidance and insight into 'what mathematics leadership looks like in practice’ and shows readers how they can develop from a confident teacher into a curriculum subject leader. It does this through a careful blend of pedagogy and practical application, supported by a range of real-world case studies and opportunities to reflect critically on classroom practice. Key coverage includes: The planning and application that underpins subject leadership How international perspectives can influence leadership of mathematics How to develop fluency through problem solving and reasoning How to champion inclusive practice in mathematics Assessing children’s understanding This is essential reading for anyone studying primary mathematics on initial teacher education courses, including undergraduate (BA Ed, BA with QTS) and postgraduate (PGCE, PGDE, School Direct and SCITT) routes, NQTs seeking to develop into curriculum leadership roles and those already leading mathematics in their school.

Inclusive practice in mathematics

Inclusive practice in mathematics

Key questions to consider

  • Why is inclusive practice in primary mathematics important, and what does it involve?
  • How can school policy and organisation promote inclusion in mathematics?
  • What strategies can I integrate to make my mathematics lessons more inclusive?
  • What differentiation approaches support inclusive practice?

Hopefully everyone involved in education would agree with the following statement from the 2015 Special Educational Needs and Disability (SEND) Code of Practice:

All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. (Department for Education and Department of Health, 2015: 92)

We use the term ‘inclusive practice’ in this chapter to describe the kinds of approaches schools and teachers adopt towards ...

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