To what extent do curriculum subjects, particularly highly abstract ones such as Mathematics, have their own unique special needs?This book celebrates the work done by subject specialists in mainstream classrooms to promote inclusive practice. It describes new and creative ways of developing mathematical thinking among pupils. Each chapter demonstrates reflective minds at work, close observation of learners, willingness to understand the students’ thinking process and patient commitment to students over long periods of time.Features of the book include:how low-attaining students can think mathematicallynumeracy recoverytask refusal in primary mathematicsprogression in written calculation strategies for divisionusing graphic calculators with low-attaining pupilsgeneralising arithmetic: an alternative to algebralearning support assistants in mathematics lessonsinclusion and entitlement, equality of opportunity and quality of curriculum provision.
