EDF5784 Leading inclusion and differentiation for 21st century mathematics education

In this unit you will examine the evidence and scholarship concerning what it means to design and enact inclusive environments and curricula in mathematics and numeracy that are relevant for 21st century learners, and facilitate challenge and persistence to enable all children to thrive mathematically. A social justice framework will be used to examine the research and theoretical models concerning motivation, engagement and values in mathematics education, including the influence of families, community, teachers, culture, poverty, language, context, curriculum, pedagogy, tasks, emotions, and mindsets. You will consider the implications of the evidence base for designing inclusive and differentiated mathematics and numeracy education, and explore models, approaches, and lesson structures for effectively differentiating mathematics learning and teaching in schools. This includes approaches for supporting students who currently struggle in learning mathematics, or who are highly capable or gifted. International, cultural and political dimensions of mathematics education, as well as the challenges presented with respect to equity and inclusion in mathematics learning opportunities and outcomes, will be considered.