CONNECTIONS BETWEEN SITUATIONS AND CONNECTIONS OF CONTENT - A SUPPORT FOR RECOGNITION OF SIMILARITIES IN MATHEMATICS
Abstract
How to work inclusively and engage students in special educational needs in the mathematics is a difficult task. In this article, I discuss teachers’ awareness of connections between different teaching and learning situations, and the awareness of connections of content in the teaching as one way of including students who are in special educational needs in mathematics (SEM-students) in the mathematics taught in school. The importance of considering situated knowledge in the teaching of mathematics is highlighted through the notions prepare, immerse and repeat along with an awareness of mathematical tasks and representations. If focusing on how and what to teach in mathematics, the teachers can help the students to recognise similarities in mathematics between different teaching and learning situations, and enhance the inclusion process in the mathematics education.
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