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Teaching Mathematics with a Holistic Approach
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- Author(s): Varghese, Thomas
- Language:
English- Source:
International Journal of Inclusive Education. Feb 2009 13(1):13-22.- Publication Date:
2009- Document Type:
Journal Articles
Reports - Evaluative - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 10
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1080/13603110701235112
- ISSN: 1360-3116
- Abstract: Many mathematics teachers opt for a strictly teacher-centred curriculum and/or instructional strategy. Given the well-documented evidence noting the benefits of student-centred instruction, it is easy to see that teacher-centred learning on its own cannot best meet the needs of students. On the other hand, some teachers, aware of the importance of a student-centred mathematics curriculum, adopt an exclusively student-centred approach to curriculum and instruction. What is less obvious is that this approach can put some students who belong to certain ethnic groups at a disadvantage. Hence, to be more inclusive, mathematics educators need to take a balanced instructional approach. This paper outlines an inclusive instructional strategy that resembles the structure of and exemplifies the values promoted by the Aboriginal model of the Medicine Wheel. (Contains 1 figure.)
- Abstract: As Provided
- Number of References: 31
- Publication Date: 2009
- Accession Number: EJ830009
- Availability:
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