Professional Documents
Culture Documents
Inquiry Question
How can pre-service teachers’ maximise inclusion of students’ presenting Dyscalculia in
mathematics, in a general classroom setting?
Description
During my first professional experience I had the opportunity to develop the beginnings and
foundations of knowledge and skills to structure and sequence learning experiences in a four
week mathematics unit. The professional experience took place in a general classroom
setting. The diversity in the class was large; many students’ had complex needs, mixed
abilities and challenging behaviours. In terms of their mathematical knowledge, their
familiarity with various number concepts, and their readiness to learn varied between the
students. However among the class, there was one student who had a specific learning
difficulty related to mathematics, called Dyscalculia. For the student, they had deficits in the
areas of basic arithmetic and computational skills, including working memory and
behavioural and attention aspects, causing the student to have difficulties establishing and
recalling number facts
I went into my first week with the best intentions, however the teaching and learning
approach I implemented didn’t maximise the students capabilities. I didn’t prepare myself
enough to provide greater opportunities to maintain the participation of the student and
because of this it wasn’t a great standard of inclusive practice. The lesson structure I created,
required the students to concentrate for fairly lengthy periods, which didn’t help the student.
When I organised mixed group activities, the students’ who were more advanced would take
control and do most of the work and thus the student would become alienated. The student
also had a SSO (student support officer) some days during the week to assist them with their
mathematics in and outside of the classroom. A great help, although I found the presence of a
SSO (student support officer) impede peer interactions in the classroom and also when the
student was withdrawn from the regular class to do one on one learning, the student was
missing out on learning experiences with new concepts. When I organised mixed group
activities, the students’ who were more advanced would take control and do most of the work
and thus the student would become alienated.
Research Plan
This research utilises a combination of primary and secondary research to gather the
information required to satisfy the inquiry question. Primary research includes, personal
observations and secondary research includes theoretical and empirical literature. The
collection of primary and secondary research includes areas pertaining to:
- Dyscalculia and barriers to learning of mathematics.
- Pre - Service teacher implications, behaviours and attitudes.
- Inclusive practice perspectives and responsibilities.
- The curriculum and theory and what it offers in relation to inclusive person centred
practice. The research collected shall provide recommendations for future practice that
address and align with the policies of Australian Curriculum (2017), the Standard (2011)
and the Disability Standards for Education (2005).
Critical Analysis
Dyscalculia and Barriers to Mathematical Learning in Observation and Research
(Objective 1, 3 & 4)
The World Health Organisation (WHO) describes Dyscalculia as a specific disorder of
arithmetic skills (WHO, 2011). From the simplest view, from what I observed in the
classroom, is that Dyscalculia affects an individual’s ability to acquire arithmetical skills.
According to literature, the learning profiles of students’ with Dyscalculia vary greatly. The
literature makes strong reference to understanding the learning profile of academically
diverse students. The term, learning profile attends to efficiency of learning (Tomlinson,
2003), with a scope of preferred modes of learning that can be affected by a number of
factors, in this case Dyscalculia and learning style. From my observations the student had a
more behaviourally linked learning difficulty, in terms of their cognitive domains and own
personal capabilities. In context, from observation the main barrier to their learning was when
we would re-visit a particular number concept from a previous lesson and the student’s
capacity to recall the information was not easily accessible. According to Macaruso et al.
(1992, citied in Munro 2003, p. 5) ‘difficulties with recalling number facts (e.g. addition,
subtraction, multiplication or division) automatically, are cognitively oriented and are due to
differences in working memory.’ Equally, the students cognitive domain cannot be separated
from the students own personal capabilities. In context, I observed ‘moans’ and ‘discontent’
before and during the lesson. A sense of unhappiness towards the student’s mathematical
capabilities was also an underlining concern for the student. According to Lindsay et al.
(2001) these negative behaviours and feelings are linked to mathematical anxiety, which
shows itself by ‘negative self-talk and ruminating thoughts, which are thought to impinge on
memory capacity and could be a reason why maths anxiety affects performance’ (Prevatt et
al. 2010, citied in Williams 2013, p. 5).
Support for Inclusive Practice in Mathematics Education in Curriculum and Theory and
Research (Objective 1, 2 & 4)
The Australian Curriculum (2017) makes reference to the Disability Standards for
Education (2005) and the Standards (2011) stating that inclusive practice ‘ensures all students
with disability are able to participate in the Australian Curriculum on the same basis as their
peers through rigorous, relevant and engaging learning programs.’ From a mathematics
education perspective, this means a mathematic teachers’ responsibility is to respond to the
diversity of students, ensuring all students have equal access to participate in quality and
engaging mathematics education, which allows for equitable outcomes to succeed.
Conversely, the Australian Curriculum (ACARA 2017) only addresses content and
assessment and not practice and or approaches, and as an affect this may be the cause of the
ambiguity in the many different approaches taken when investigating inclusiveness in the
classroom. In terms of content and assessment, (the Standards) require mathematics teachers’
to provide reasonable adjustments, depending on the level of support the student requires.
According to Australian Curriculum, an ‘adjustment is a measure or action taken to assist a
student with disability to participate in education and training on the same basis as other
students’ (ACARA 2017). Mathematics teachers’ are able to ‘provide reasonable adjustments
to meet the diverse learning needs of all students, through a cycle of personalised learning’
(ACARA 2017). Consequently, the reasonable adjustment types are inconsistently
represented throughout and thus leave a variety of differing views between specific
pedagogical beliefs. Conversely, implement correctly, this flexibility can provide a
framework for educators to personalised learning, including differentiation (Stradling &
Saunders, 1993). Differentiation is the key approach to personalised learning, by a means of
adapting and modifying the curriculum environment and instruction, to maximise the
inclusion of the student in the teaching and learning programs of the mathematics classroom,
rather than separate learning programs (Tomlinson et al. 2003).
The theoretical framework for Wenger’s (1998) social theory of learning is loosely linked to
the Australian Curriculum notions of inclusive practice. The framework imbeds itself
around, getting teachers; to rethink learning, and move away from formal educational
approaches and the ‘compliant alignment with curricular demands, with few resources,
boundaries and opportunities for imagination and personal engagement, that allow a more
broader sense accessibility to learning’ (Farnsworth 2016, p. 155). This ideology, of
rethinking, that ‘everyone’ is capable of learning mathematics is especially important in
Mathematical learning, since the conceptualisations of concepts are quite overwhelming for
student with learning difficulties. Wenger’s (1988), process of inclusion are based on four
components, ‘meaning - learning as experience; practice - learning as doing; community -
learning as belonging; and identity - learning as becoming (p. 5).’ Evidentially in a classroom
context, when there is ‘increased participation in: mutual and meaningful activities;
negotiating and making meaning; and developing a sense of becoming and belonging within
multiple communities of practice’ (Wenger 1988, citied in Smith p. 619). Therefore, this
implies addressing the social practices where learners are engaged and involved in the
learning of mathematics (Lave & Wegner 1991). The concepts of open space, so students can
articulate the idea of learning in participation with concrete objects and images (i.e. cognitive
tools) are explicitly used in Wegner (1988) Theory. This model expresses the opportunity for
providing, ‘rich social interactions with others substantially contributing to children’s
opportunities for learning’ and ‘the interplay between children’s developing cognition and the
‘unfolding structure that underlies mathematics’ (Woods 2002, citied in Bishop et al. p. 248).
This reflects the need for teachers to void any possibilities of excluding students’ from
participating in the learning process, since it creates opportunities for a communal
experience.
However as emphasised in the previous discussion, students’ are ‘individuals who learn at
different rates’ (EDA 2017) and these differences emerge from variances in student learning
profiles. When discussing Wenger’s (1998) social theory of learning, when practiced as part
of a community in which students collaborate as learners to participate in mathematical tasks
(Jaworski 2006) is the need to provide a level of support for student diverse learning profiles.
According to Sullivan et al. (2006), the term ‘learning profile refers to a student’s preferred
mode of learning that can be affected by a number of factors’ and in this case learning
difficulties presented by Dyscalculia, which influences students cognitive structure,
behaviour and attention (p. 129). When a teacher understands a students learning profile,
teacher can consider students varying abilities and learning styles (Tomlinson, 2003) to
address personal mathematical learning goals. The process to inclusive practice and
mathematical learning should include approaches that build on a students’ learning style.
According to Sternberg et al. (1997 citied in Tomlinson et al. p. 130) learners at primary
school level achieve better when instruction matches their learning preference. Kolbs (1998),
model of experiential learning is much applicable to Wenger’s (1998) social learning theory,
by which students’ learn through diverging (i.e. feeling and watching), assimilating (i.e.
watching and thinking), converging (i.e. doing and thinking) and accommodating (i.e. doing
and feeling) (Knisley 2000). This learning model allows an inclusive centred approach in
which occurs in a cycle and or can be functioned at any one time (Felder 1993, citied in
Knisley 2000, p. 3).
Conclusions
(Objective 1, 2, 3 & 4)
The notions of a pre-service teacher practicing mathematics for the first time and being
responsive to the needs of all learners in a general classroom setting, continuous to be
somewhat paradoxical. As classrooms are becoming more diverse, these realities intensify
the need to address learner variance in the general classroom setting. Systematically
structuring and delivering content, through lengthy explicit instruction, can be necessary for
procedural knowledge, which can be effective however I have discovered that this type of
teaching and learning, limits its self there, especially if the goal is to maximise inclusion in
the classroom. Evaluating the social and educational activities in which I planned for and
recognising the challenges in which the student who presented Dyscalculia, experienced in a
general classroom setting, highlights the shift of teaching towards a more student personal
approach, specifically around students with learning difficulties. What I have learned is that
inclusive practice in the mathematics needs to be seen to operate in ways in which the teacher
and classroom responds to the student’s mathematical learning goals and ensures equal access
to participate in quality and engaging mathematical education, which allows for equitable
outcomes to succeed in the general classroom setting (ACARA 2017). From observations and
research some common traits have found to be exhibited with Dyscalculia. Some of the
behaviours observed by the student were difficulties recalling number facts and behavioural
and attention aspects. The understanding of knowing student learning profiles and what
potential theoretical models of teaching and learning, to needs of students who differ as
learners in a general classroom setting, is particularly important when adjusting and
modifying the curriculum, environment and instruction.
This critical reflection highlights the importance and need for mathematical teachers’ ‘to have
not only practical and theoretical knowledge of the curriculum but also the capacity to bring
about optimal levels of learning for all students. Based on theory and research, it appears
important for teachers to consistently and vigorously adjust curriculum, environment and
instruction in response to student diversity, in this case to a student who presents Dyscalculia.
The process uses a multitude approach. The Australian Curriculum (2017) provides the
framework for the lesson content and the theoretical models provide elaborated
differentiation at each stage curriculum, instruction and environment. The process responds
to the student’s mathematical learning goals and ensures equal access to participate in quality
and engaging mathematical education, which allows for equitable outcomes to succeed in the
general classroom setting (ACARA 2017). The process is in harmony with the Disability
Standards for Education 2005 (seen in appendices 1) and the Standards 2011 (seen in
appendices 2).
Teaching and Learning Intention:
Lesson Example
To, explain the steps of division and solve problems using division, in a variety of
meaningful activities.
Year 5 - Mathematics
Number and place - Solve problems involving division by a one digit number, including
those that result in a remainder (ACMNA101).
Environment
Align environment with individual learning profile. The teacher draws upon Wenger’s (1998)
Social Theory of Learning, to negotiate a social learning environment that encourages social
participation. This environment will allow the student with Dyscalculia to feel comfortable,
to use a variety of concrete objects and images (i.e. cognitive tools), to represent maths
problems in an accessible environment. Williams (2013, p.12), suggest teachers’ to
‘implement multi-sensory ‘real’ games for students who represent behavioural and attention
aspects linked to maths anxiety, to discover a concept and learn socially.’ In order to support
the development of their mathematical understanding, the teacher than precedes the student
onto discussing and explaining correct mathematical terms and steps within the classroom
(Williams 2013, p.12).
Instruction
Align instruction with individual learning profile. According to the analysis, the student has
difficulties in recalling number facts, which is linked to difficulties in working memory. In a
general sense, working memory is very much depended on the student’s sustained attention to
concentrate on the input (i.e. information) and rehearsal, to keep the input activated in
working memory so it can be reproduced (Woolfolk & Margetts, 2014 p. 259). The teacher
draws upon Kolb (1984) The Experiential Learning Cycle, to select an appropriate style of
learning and instruction to support the student within this community of practice environment
created (Wenger 1998). The learning style and instruction that comprises of such learning
profile is the accommodating which attaches ‘importance to knowledge of other people while
solving problems, and they prefer working with others to set goals and assign tasks’
(Özdemir & Kesten, 2012, citied in Katranci et al. 2013, p. 329). The teacher acts as
storyteller throughout the lesson to introduce number facts with concrete experience and
active experimentation (Katranci et al. 2013) to meet the student’s needs to sustain attention
to recognise and perceive the right stimuli made by the teacher. The teacher also acts as a
coach to advice and direct the student with rehearsing strategies (i.e. chunking) to ‘break
down sequences to keep the information activated, so it can be reproduced’ (Woolfolk &
Margetts, 2014 p. 259).
The complex process of developing as an inclusive teacher can only occur through the mutual
development of considering inclusive practices through experiences and critical reflection.
Through experiences and critical reflection, comes a greater understanding of the curriculum,
and how to differentiate the curriculum through personalised learning. From a pre-service
teacher perspective, it may take more time setting up an inclusive classroom, however if the
concept of inclusion is clearly understood and appropriate frameworks and theoretical
models, through differentiation of environment and instruction are devised, greater student
learning opportunities and mathematical connections can be made.
References
Australian Institute for Teaching and School Leadership 2014, Australian Professional
Standards for Teachers, Australian Government, viewed 5 November 2017,
<http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list>.
Disability Discrimination Act (Dda) 2005, Disability Standards for Education, viewed 5
November 2017, < http://www.ddaedustandards.info/what-are-the-disability-standards-for-
education>https://docs.education.gov.au/system/files/doc/other/disability_standards_for_educ
ation_2005_plus_guidance_notes.pdf>
Felder, Richard M. “Reaching the Second Tier: Learning and Teaching Styles in College
Science Education.” J. College Science Teaching, 23(5), (1993): 286-290.
Hyde, M. Carpenter, L. & Conway, R. (2014) Diversity, Inclusion & Engagement (2nd ed.)
Oxford University Press.
Mckay, L 2015, 'Beginning teachers and inclusive education: frustrations, dilemmas and
growth', International Journal of Inclusive Education, vol.20, no. 4, pp. 383-396.
Wenger, E 1998, Communities of practice: Learning, meaning, and identity. New York, NY:
Cambridge University Press, pp. 3-15.
Appendices 1
3.4 Reasonable adjustments (1) for these Standards, an adjustment is reasonable in relation to
a student with a disability if it balances the interests of all parties affected. Note Judgements
about what is reasonable for a particular student or a group of students, with a particular
disability may change over time (p. 14).
5.2 Participation standards (1) the education provider must take reasonable steps to ensure
that the student is able to participate in the courses or programs provided by the educational
institution, and use the facilities and services provided by it, on the same basis as a student
without a disability, and without experiencing discrimination (p. 19).
6.2 Standards for curriculum development and accreditation and delivery (1) the education
provider must take reasonable steps to ensure that the course or program is designed in such a
way that the student is, or any student with a disability is, able to participate in the learning
experiences (including the assessment and certification requirements) of the course or
program (p. 23).
6.3 Measures for compliance with standards (d) the teaching and delivery strategies for the
course or program are adjusted to meet the learning needs of the student and address any
disadvantage in the student’s learning resulting from his or her disability, including through
the provision of additional support, such as bridging or enabling courses, or the development
of disability-specific skills (p.25).
Appendices 2
Australian Professional Standards for Graduate Teachers (the Standards) (pp. 8-14)
Demonstrate knowledge and understanding of research into how students learn and the
implications for teaching
1.5 Differentiate teaching to meet the specific learning needs of students across the full range
of abilities
Demonstrate knowledge and understanding of the concepts, substance and structure of the
content and teaching strategies of the teaching area
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson
plans.
Know and understand literacy and numeracy teaching strategies and their application in
teaching areas.
Set learning goals that provide achievable challenges for students of varying abilities and
characteristics
Appendices 3
Course Objectives