A Reflective Report Which Discusses Key Issues Related to the Successful Inclusion of All Learners in Mathematical Activity and Enquiry.

2743 Words Nov 9th, 2005 11 Pages
A reflective report which discusses key issues related to the successful inclusion of all learners in mathematical activity and enquiry.


In this essay I plan to write a reflective and analytical report as to how all children, taking into account their individual needs, can be included successfully in engaging in mathematical activities and enquiries in the daily numeracy hour. I will focus on the issues of providing a curriculum which can be accessed by all learners, the importance of differentiating the content and delivery of mathematics lessons to suit children with different learning styles and abilities, the tensions between inclusive education and the ideals set out in the National Curriculum and National Numeracy
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He states that

"we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals and an understanding of ourselves."

When relating this theory to classroom practice, we can see that this highlights the need for teachers to utilise a range of teaching styles to engage all individuals. In any given group of children, each individual will respond differently to the style in which they are taught. To utilise only one style of teaching in the classroom is to deny the effective learning of the content of that lesson by the majority of individuals.

"During any given class activity, it is safe to assume that approximately two-thirds of the children are working outside their preferred learning style."
(Hughes, M. 1999. PAGE REFERENCE !)

To simplify Gardner's theory, whilst still encompassing each of the seven "intelligences" we can think of individuals responding most effectively to auditory, visual or kinaesthetic styles of teaching. Auditory learners will respond best to listening to explanation, direction and instruction. For instance, in the context of a mathematics lesson, auditory learners will find it useful to be able to take part in discussions with their peers and the teacher in order to scaffold their understanding of any given topic. When learning number facts, such as times tables,

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