Teaching Mathematics with a Holistic Approach

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

Y

10

Educational Strategies; Mathematics Curriculum; Ethnic Groups; Holistic Approach; Mathematics Teachers; Mathematics Instruction; Teaching Methods; Student Centered Curriculum; Racial Differences; Inclusive Schools; Cultural Relevance; Indigenous Populations; Foreign Countries; Canada Natives

10.1080/13603110701235112

1360-3116

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.)

As Provided

31

2009

EJ830009