Can high-quality teaching of primary mathematics be an inclusive practice?
Written by: Lisa Jones
4 min read
LISA JONES, PRIMARY MATHS TEACHER AND LEADER IN LEARNING, THE BRITISH SCHOOL AL KHUBAIRAT, UAE
As a teacher with over 20 years in the primary classroom, in both the UK and UAE, I have experienced numerous changes in educational policy and curriculum. These changes, coupled with broader shifts in education culturally and pedagogically, have shaped my perspective. Reflecting on these shifts, I find that two elements have remained central throughout my teaching: the primary maths curriculum and supporting children with special educational needs and disabilities (SEND). I will explore how these two elements have evolved and how they intersect within a school setting.
Maths, as a curriculum subject, is often viewed in binary terms: wrong or right, you either can or cannot do maths. However, this perspective limits expectations of pupils and teachers. Chestnut et al. (2018) note that some parents and teachers perceive maths as so abstract and difficult that success is seen as a product
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