Teacher Magazine (acer)

A study has followed primary school teachers through an entire school year to document how they taught mathematics to be inclusive of children with Down syndrome. Each teacher involved in the study had a student with Down syndrome in their classroom, and the researchers took note of examples of innovative mathematics teaching practice by observing lessons, looking at the maths work completed by children with Down syndrome, and one-on-one interviews with the teachers involved. As a result of this research, four different ways that teachers can include students with Down syndrome in their maths classrooms have emerged. Associate Professors Rhonda Faragher, from the University of Queensland, and Associate Professor Barbara Clarke, from Monash University, have published their findings in the Mathematics Education Research Journal. Dr Faragher joins us today to discuss the research. Host: Dominique Russell Guest: Rhonda Faragher