Abstract
While the section title focuses on inclusion, what caught my attention most when reading the chapters that constitute this section was the variety of foci and voices employed in them, not least in regard to making claims or suggestions about practices, about teachers and teaching, and about students and learning. And about various aspects of risk, of being at risk and living with a history of risk.
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Notes
- 1.
It was brought to my attention some years ago by Stieg Mellin-Olsen, of Bergen University, that there are in current use two meanings of this word [‘understanding’]. These he distinguishes by calling them ‘relational understanding’ and ‘instrumental understanding’. (Skemp 1976, p. 20).
References
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Skemp, R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20–26.
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Pimm, D. (2018). Part II: Preface – The Particular, the Generic and the General Once More: Looking into Aspects of Canadian Mathematics Classrooms. In: Kajander, A., Holm, J., Chernoff, E. (eds) Teaching and Learning Secondary School Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-92390-1_10
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