Inclusion, Math and educational differentiation promoting innovation and creativity

Author(s):

John Willumsen(presenting / submitting)Michael Wahl Andersen(presenting)

Conference:

ECER 2013

Network:

20. Research in Innovative Intercultural Learning Environments

Format:

Paper

Session Information

20 SES 13 JS A, Issues of Inclusion in Mathematics Education I

Paper Session
Joint Session with NW 24

Time:

2013-09-13

11:00-12:30

Room:

D-405

Chair:

Birgit Pepin

Contribution

This paper explores the pupils’ perspective of teaching Mathin an inclusive, intercultural learning environment developing educational differentiation to promote innovation and creativity from the learners perspective. The study will draw upon the European project ” Yes we can” which was organized in 2010-2011 about enhancing the teaching of mathematics to people with Down Syndrome as well as other projects focusing on Math and inclusion and Math and educational differentiation from the learner’s perspective.

The projects are very different in focus and scope as well as in the number of countries participating but they all include aspects of both intercultural, inclusive and differential issues and will therefor contribute to the discussion and research into what are important in order to promote innovation and creativity in understanding Math from a learner’s perspective.One of the shared aspects is the notion that one of the most important conditions for learning and understanding Math is the cognitive and shared production of images by the learners. This presentation will discuss the many findings from the projects relevant to aspects such as this and other important aspects.

Method

The learner’s position and perspective within the projectshave been constructed from data from research observations and from interviews. As an important supplement and to qualify the learner’s perspective, we use observations and interviews with teachers and learners within the projects: The European Yes We Can project as well as other studies, the Math and educational differentiation project including students in vulnerable learning positions within Math teaching in order to enhance inclusive education in Math and thereby essentially to promote inclusion, intercultural competences, innovation and creativity from a learners perspective.

Expected Outcomes

We expect to be able to discuss outcomes concerning the learners perspective not only for people with Downs Syndrome but more generally for all learners learning Math from a European and an inclusive and intercultural perspective. Our hope is that the understanding of the learner’s perspective will serve as a key to improving mathematical education for all groups of learners.

References

Alan Dyson: Inclusion and inclusions: Theories and discourses in inclusive education, in: Harry Daniels and Philip Garner (Ed): World Yearbook of Education, 1999 European Agency for Development of Special Needs Education: Pupil assessment in inclusive settings, 2009 www.european-agency.org Luhmann, Niklas : Das Erziehungssystem der Gesellschaft, Suhrkamp Verlag, Frankfurt a. M. 2002 Bent Madsen: Inclusion as a risky business for the professionals and the excluded, conference paper 2005. Jan D. Reinhardt: Niklas Luhmanns Systemtheorie interkulturell gelesen. Verlag Traugott Bautz, Nordhausen 2005 John Quicke: Curriculum for life, Schools for a democratic learning society, Open University Press 1999. Etienne Wenger: Communities of practise, Cambridge University Press, 1998. Yvonne Csányi and John Willumsen et al.: Curriculum and Manual on Inclusion for Teacher Education in Hungary, Ministry of Children Ministry of social affairs, Hungary, Budapest 2009 Michael Wahl Andersen, Ida Mundt and John Willumsen: Needs analysis, Yes We Can Project, June 2010. Michael Wahl Andersen, Vejledning i matematik, En professionsvejledning Lindhardt og Ringhof / Akademisk Forlag. 2010 Michael Wahl Andersen, Matematiske billeder, sprog og læsning, Dafolo 2008 Michael Wahl Andersen, Rummelighed i matematik A Alinea 2009 John Willumsen: Innovative inclusive intercultural Education - some Danish reflexions "beyond inclusion". Paper, presented at ECER in Lisbon September 2002 John Willumsen: Innovative inclusive and intercultural Education and the implementation within Teacher Education? paper, presented at the ECER, Dublin 2005 John Willumsen: Innovative inclusive and intercultural Education and the development of competences within Teacher Education? Paper 2006. Christian Quvang &John Willumsen: Challenges for the inclusive teacher? report DNCIP 2007. Christian Quvang &John Willumsen: Innovative co-operation between teachers and experts promoting inclusion, report DNCIP 2009. John Willumsen: Dilemmas for the teacher towards inclusion, Paper ECER Gothenburg 2008. Michael Wahl Andersen and John Willumsen:Math, inclusion and diversity from a learner’s perspective, Paper ECER Berlin 2011. Math, inclusion, diversity and sustainability from a learner’s perspective towards Education and Development for All, Paper, ECER Cadiz 2012

Author Information

John Willumsen (presenting / submitting)

UCC - Danish National Centre for Inclusive Practise, Denmark

Michael Wahl Andersen (presenting)