Affiliation:
1. University of Nebraska-Lincoln, USA
2. Iowa State University, USA
3. Millersville University of Pennsylvania, USA
Abstract
An effective mathematics program may be defined as one in which classroom teachers implement tasks and activities that allow all students opportunities to engage in high levels of mathematical thinking and reasoning (NCTM, 2014). In the chapter, we describe background information regarding the preparation of practicing and prospective teachers when implementing research-based practices in the inclusive classroom. Specifically, we provide explicit background information from the extant literature regarding: 1. Equity, 2. Universal Design for Learning, and 3. How to use games as classroom activities to promote the development of mathematical concepts, skills, and conceptual reasoning.
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