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Opportunities for Hyper-Diverse Students to Communicate Their Mathematical Thinking in Multi-Year Classes. Attending to Student Diversity in Mathematics Education in Inclusive Settings. [Symposium]
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Kate Quane; Bec Neill – Mathematics Education Research Group of Australasia, 2024
This paper examines the mathematical experiences of students with additional and diverse needs in multi-year classes within the educational context of small regional South Australian (SA) schools. Qualitative research methods were used to collect data about how students communicate their mathematical thinking. Opportunities for students to…
Descriptors: Mathematics Instruction, Thinking Skills, Student Experience, Special Needs Students