Navigating Through Inclusiveness in Mathematics Education-Reference-Cited by-同舟云学术

Navigating Through Inclusiveness in Mathematics Education

Published:2022-06-24 Issue: Volume: Page:93-113
ISSN:2329-5929
Container-title:Advances in Early Childhood and K-12 Education
language:
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Author:

Belbase Shashidhar¹^ORCID,Opoku Maxwell Preprah¹^ORCID,Kasemsukpipat Wandee²,Saengsawang Thapanee²,Pant Binod Prasad³,Shrestha Indra Mani³,Panthi Ram Krishna⁴,AlAlawi Nadeia Rashed¹,Al Owais Najla Mohamed¹,Al Farra Nabil Kamal¹

Affiliation:

1. College of Education, United Arab Emirates University, UAE

2. Faculty of Education, Kasetsart University, Thailand

3. School of Education, Kathmandu University, Nepal

4. Mahendra Ratna Campus Tahachal, Tribhuvan University, Nepal

Abstract

There is an ongoing debate on issues of inclusiveness in mathematics education. This chapter highlights the issues of inclusiveness in mathematics education at all levels within four broad dimensions: prospects, priorities, processes, and problems. The prospects of inclusiveness focus on policies and practices that emphasize inclusiveness in mathematics education. The priorities of inclusiveness emphasize the necessity of this dimension from theoretical and practical aspects. The processes of inclusiveness explore the critical areas of concern that educational institutions and practitioners in the classrooms need to implement to ascertain the values and principles of inclusive teaching and learning of mathematics. There are problems with challenges and obstacles to implementing inclusiveness in mathematics teaching and learning. The authors drew upon these four key dimensions to discuss the practical implications of inclusivity in mathematics education.

Publisher

IGI Global

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