Abstract
The chapters that comprise this section are essentially about what “good” mathematics teaching is and how teachers come to practice “good” mathematics teaching. Such teaching is often characterised as student-centred or reform-oriented and contrasted with traditional or teacher-centred pedagogy, although Davis et al. suggest the alternate and rather broader descriptors, StandardizedEd and AuthenticEd. Inclusion requires a focus on the needs of all learners and hence is necessarily student-centred but such a stance alone does not prescribe pedagogy with any degree of specificity. That is a subtler matter and one that relates to aims of the teacher and of the education system and society in which she/he works.
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Beswick, K. (2018). Part II: Commentary – Shifting to a Culture of Inclusion. 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_20
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