IF it is good for special education then it is good for mainstream - this has been demonstrated time and again. Teachers have found that approaches and materials developed to meet the special needs of one or two pupils help to improve their accessibility and interest for many others in the class.
Pupils bring a range of thinking and learning styles to the maths classroom and these need to be taken into account in all our teaching.
A heavy reliance on printed texts and written work can hamper the progress of any pupil who finds reading and writing difficult. But an approach designed to meet the needs of dyslexic pupils or those with language impairments will help many others.
It will open the door to mathematical understanding for any pupil who would otherwise struggle - not with the mathematical ideas, but with the literacy skills needed to access them.
One of the aims of the Association of Teachers of Mathematics is to “encourage increased understanding of how people learn mathematics”. With this in mind, the next Easter Conference is being held in conjunction with the National Association for Special Educational Needs, bringing together speakers, session leaders and delegates with a wide range of backgrounds and expertise. Classroom teachers, advisers and other educationists with an interest in mainstream and special maths education from early years to A-level and beyond will meet to discuss, explore, and create maths.
Although some pupils may have special educational needs that are easy to identify, there are no clear cut-off points along the continuum. All will benefit from being seen as individuals. And with the conference theme, Maths is Special, that is what we are aiming to do.
For more information on the 2002 ATM Easter Conference, see the ATM website at www.atm.org.uk
Tandi Clausen-May is 2002 ATM Conference Leader
