K-10 Maths Syllabus: Research on Inclusive Teaching and Learning

This report analyzes research on inclusive teaching and learning, specifically within the context of the K-10 mathematics syllabus in Australia. It examines teacher perspectives on accommodating students with diverse needs, including those with physical, social, and linguistic differences. The report highlights the importance of inclusive practices, referencing policies like the Disability Standard for Education 2005, and emphasizes the role of teachers in creating successful learning environments for all students. The analysis incorporates Shulman's domains to structure data, focusing on teachers' knowledge of curriculum, content, and pedagogy. Recommendations are provided, including the need for teachers to understand learners' characteristics, emotions, and social behaviors. The report also suggests modifying a Stage 6 mathematics lesson plan to incorporate inclusive strategies, such as using technology and contextualizing learning. Furthermore, it emphasizes the need for teachers to acquire pedagogical knowledge, diversify learning styles, and support students' literacy, numeracy, and living skills. The report concludes that positive attitudes towards inclusion, empathy, dedication, and effective communication are vital for secondary teachers to improve their skills and create inclusive classrooms.

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Research teaching from article ‘The Inclusive Secondary Teacher: The Leaders’ perspective
Name
Professor
Course
Date

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Introduction.
The aim of the assessment is to account for the inclusion of all students in the k-10
mathematic syllabus as described by the article (Zeichner, 2012). The article describes
teacher's perspectives on accommodating all students in schools despite the different features
such as physical, social, linguistic and other conditions which bring differences amongst the
students. The purpose of this write up is to analyse how inclusion is important for learners.
Recommendations on the teaching are based on KLA which is maths. Australia has
formulated policies to incorporate all students in all technical subjects including in maths.
These policies include Disability Standard for Education 2005 whereby it advocated for the
rights of disabled students who were to be allowed to join different schools within the
country (Smith, Polloway, Patton, Dowdy, 2014).
Inclusion is currently viewed as the controversial topic which is involving the current
education. Generally, the overall success of students with the disabilities in maths always
depends on the perspectives of the teachers. In most cases, the aspect involved in
implementation can fail if teachers and support available may fail to offer maximum
commitment in k-10 mathematics syllabus and new stage 6 mathematics lesson plan. Smith et
al, (2014) show that inclusion is basically referred to as the acceptance and honor to all
people within society. After the introduction of inclusive policies in Australia, the number of
students joining schools for k-10 mathematic syllabus has increased.
Critical summary
In addition, inclusion in k-10 mathematic syllabus takes into account individual needs
for all students in schools before placing them in the entire education classroom. All the
models in teaching maths concepts focus on key values such as fairness, justice, and equity
which each leader in schools should use when teaching students.

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Structure of the data by use of Shulman's domains
Korthagen (2010) describes how Shulman's domains have been used by the author to
structure the data obtained from the leaders on the issue of maths teaching in schools.
Firstly based on the knowledge of curriculum, content and pedagogical knowledge, the author
shows that all leaders teaching K-10 mathematics concepts were comfortable with the
subject. All the secondary schools in Australia incorporated maths curriculum which was
essential for the inclusion education. The concept of pedagogical content assisted teachers to
have a broad knowledge of the use of apt strategies to teach maths techniques for all students
in schools.
Korthagen (2010) indicates that the maths field in Australian schools has been left for the
special students only. Reports from the leaders show how student's databases were used to
provide information on some of the challenges experienced by students with disabilities in
handling maths related courses in school. Inclusive teachers are aware of the goals of students
in math class. The leaders argued that inclusive teachers knew what the students want when
learning maths techniques. Some argued that students were to be shaped on skills received
from different subjects in class, for example, Maths (Harvey, Yssel, Bauserman, Merbler,
2010). Recommendations
As seen in the article teachers are recommended to ensure they carry out various practices so
that they can understand all learners regardless of their social incapacity, disability, and slow
learning.
Teachers should have a wide knowledge of the learner and their characteristic. Teachers in a
classroom setting should ensure that they relate well to the learners in order for them to
understand their personal needs, weaknesses, strengths, and challenges. By doing this
teachers are able to be inclusive (Borg, 2011). In order for teachers to map maths skills on

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child development, they should observe students emotions, social and behavioural
characteristics. This helps them to identify how a child's disability affects him/her and
support the learner to successfully move to the next stage.
They should also have personal knowledge of the kids. Personal background research is key
to understanding a particular child. This helps the teacher to understand the learner and
identify ways to help and advice in case of a maths problem (Hagger, McIntyre, Wilkin,
2013). The teacher acknowledges the strengths, experiences, history, personality, and
interests of children. This interaction enables a teacher to help learners to relate well in class.
Teachers should also form a situation where they are able to reward the students including
those with a disability for a task well accomplished (Danielewicz, 2014). This motivates them
to achieve even more in maths assessment thus improving the classroom activities.
These particular recommendations will be considered in order highly modify a sample Maths
lesson plan. The lesson plan gives adequate information on how maths will be taught in
school. It mostly focuses on understanding the quadrilateral figures in maths content. It has a
section indicating data analysis in the class. Each concept is clearly shown with the exact
date. A given section of stage 6 Mathematics sample unit From NSW Syllabuses has been
chosen for modification as seen in Appendix A. The entire topic focuses on evaluating data
from various primary and secondary sources
Data interpretation and crucial evaluation and adjustments
Time /date
Calculating area and volume for special quadrilaterals
Calendars/season of study.
Data displays.

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The maths stage 6 lesson plan recommends to design and provide opportunities for students
to think in a more simple mathematical way for example understanding functions,
trigonometric functions, calculus, statistical analysis and financial mathematics. The
mathematical expression like data display, time, and data sources analysis in a close
classroom enable development of modern knowledge, skills, understanding attitudes,
perception, and cultural values. According to the article, this is done through inclusive
teachers enabling the students to solve mathematic equations such as area and volumes of
quadrilateral figures in class thus solving maths problems.
Use of a whole –class approach is recommended to enables the students from low SES
backgrounds and those with disabilities to do such mathematical task by giving them
technology resources. They can evaluate mathematical data sources from the internet.
There should exist a reflection on an engagement framework which is an efficient and largely
cognitive element discussed in our article. It illustrates how each student will be in a position
to manipulate different formulae's when calculating different concepts in the classroom.
Another modification would include making mathematics learning to be important in context
and culture. Some of the activity, in this case, involves students to read the maths questions
and also reflect on how to solve the complex equations. Learners acquire mathematical
connections, think critically, be creative and use the available maths resources and advanced
technology to support the given mathematical activity in a classroom.
Actively involving learners to study maths in the class. Teachers need to involve students in
various active practices during learning such as a physical description of a particular aspect or
point, form groups and also ensure learner engage in a question and answer forums.
Increased pedagogical knowledge and contextual framework

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As depicted in the research article having a vast knowledge of subject matter and learner's
knowledge provides the basis for teachers to acquire pedagogical information. For instance,
teachers ought to break a large task into smaller ones to make them easier for learners with
disabilities to understand. Researchers argue that having proper teaching practices like
offering clear instructions, offering immediate feedback, work revision so that learners can
memorize in future, proper maintenance of time horizon gives desired results in an inclusive
class setting (Darling, 2012). Different learning styles should also be enacted to reduce
boredom in a classroom. According to the article, it is quite evident that students with
disabilities mostly depended on parents and their peer friends for help. Through the
implementation of this recommendation, disability students will be able to depend on
themselves s and need little assistance to do a task in the future. This will serve to increase
their confidence thus instil a high level of self-esteem.
Diversification of literacy, numeracy and living skills. Secondary school students who have
disabilities should be well prepared to cope with life and work activities after leaving school
(Darling-Hammond, & Lieberman, 2013). This is done by ensuring the ultimate exposure to
practical work rather than theoretical approaches. Teachers thus need to develop their
reading, writing and improve their oral linguistics in order to counter literacy challenges.
As argued in the article, the leaders depicted empathy, dedication, and flexibility to be some
of the key attributes that improve the classroom activities having students with disabilities.
Teachers should also acquire contextual knowledge and educational purpose and values
needed by the students.
Organizing for workshops' and leadership programs. Teachers should make it a norm to
ensure that students attend beneficial workshops that is important to teach them on various
life skills.

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Also by teaching the children behaviours such as respect, obedience and disciplining their
inappropriate behaviour will enable them to live harmoniously with each other (Gay, 2010).
This involves setting a conducive social environment for students to actively interact,
understand each other no matter their differences. Thus form as helping and harmonious
culture among them.
Justification
As argued by the author, various factors and recommendations highlighted above are required
in order for the teacher to be inclusive by acquiring diverse sets of skills, high knowledge
levels, behaviours, and personal attributes. As a matter of fact, teachers need to have
specialist training by providing them with optimum conditions to attend training programs
and workshops in order for them to acquire the necessary information important for the
classroom setting (Gay, 2010). The teachers need to be given a vast room for career and
professional development. The school management should also ensure that they give each
teacher a manageable class size so that it can offer job satisfaction. This will also reduce
pressure on them and ensure that they give each student maximum focus so that they can
fully understand each of them. Having a collaborative planning strategy in the curriculum
will also make teaching in classroom easy to comprehend and implement successful
activities. Teachers also need to carry out an evaluation involving distinction of curriculum
strategies and assessment of operations. The management should also provide them with
adequate resources such as teaching and learning materials in the classroom to ensure that
teachers are fully committed in their duties without having difficulties and interruptions.
Therefore, the article gives detailed information to promote immense progress an experience
in a classroom setting.

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According to the research, teachers need a broad range of pedagogical knowledge to ensure
special practices to accomplish in education in the classroom setting. In the article, it is
important to note that the given skills and knowledge of an individual teacher should include
his/her capacity or increased capability to understand and tutor the learner in various aspects
such as social and living skills (Forlin & Chambers, 2011). Contextual knowledge in teachers
enables them to properly manage and coordinate classroom setting. In order for teachers to
meet the optimum expectations from the school and society that should be independent to
choose their priority areas and also the management should offer support and provide
maximum resources needed to improve the classroom activities.
Conclusion
As argued by the research article, it can be concluded that having an absolutely positive
altitude to inclusion enables various secondary teachers to improve their knowledge and
skills. The leaders identified in the article basically indicate or argue in simple terms that
showing empathy is a vital attribute that enhanced inclusive altitude in teaching the students
(Elliott, 2012). Other important attributes include having respect, much dedication to
teaching, flexibility, confidence, and determination to learn and efficient communication in
solving specific challenges that might arise. As seen in the article the society has high
expectations on the secondary teachers required to garner enough pedagogic content and
knowledge regarding their subject or area of expertise. They are also expected to have high
personal knowledge about each of the available learners, for example, increased awareness of
the learner's emotional responses, behavioural characteristics and also childhood development
both physically and psychologically. This would make it easier for them to clearly understand
the effects of their minimal knowledge on such given areas of learning development.

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In this case, classroom activities would be highly improved to ensure that teachers reach their
long-term strategic goals in the future.
References
Avalos, B. (2011). Teacher professional development in teaching and teacher education over
ten years. Teaching and teacher education, 27(1), 10-20.
Borg, S. (2011). The impact of in-service teacher education on language teachers' beliefs.
System, 39(3), 370-380.
Danielewicz, J. (2014). Teaching selves: Identity, pedagogy, and teacher education. Suny
Press.
Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary
programs. John Wiley & Sons.
Darling-Hammond, L., & Lieberman, A. (2013). Teacher education around the world: What
can we learn from international practice?. In Teacher education around the world(pp.
165-183). Routledge.
Elliott, J. (Ed.). (2012). Reconstructing teacher education (Vol. 221). Routledge.
Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing
knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1),
17-32.
Gay, G. (2010). Acting on beliefs in teacher education for cultural diversity. Journal of
teacher education, 61(1-2), 143-152.

Research Teaching & Learning
Hagger, H., McIntyre, D., & Wilkin, M. (Eds.). (2013). Mentoring: Perspectives on school-
based teacher education. Routledge.
Harvey, M. W., Yssel, N., Bauserman, A. D., & Merbler, J. B. (2010). Preservice teacher
preparation for inclusion: An exploration of higher education teacher-training
institutions. Remedial and Special Education, 31(1), 24-33.
Korthagen, F. A. (2010). Situated learning theory and the pedagogy of teacher education:
Towards an integrative view of teacher behavior and teacher learning. Teaching and
teacher education, 26(1), 98-106.
McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of
teacher education: A call for a common language and collective activity. Journal of
Teacher Education, 64(5), 378-386.
Milner IV, H. R. (2010). What does teacher education have to do with teaching? Implications
for diversity studies. Journal of Teacher Education, 61(1-2), 118-131.
Nichols, J., Dowdy, A., & Nichols, C. (2010). Co-teaching: An educational promise for
children with disabilities or a quick fix to meet the mandates of no child left behind?.
Education, 130(4).
Smith, T. E., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (2014). Teaching students with
special needs in inclusive settings (Vol. 6). Upper Saddle River, NJ: Pearson.
Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of
Teacher Education, 63(5), 376-382.

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Appendix A. Mathematics lesson –plan unit stage 6
By the end of the lesson the student will be able to understand techniques used to solve some problems found
when using quadrilaterals. I have used the following links to design a lesson plan for the k-6 mathematics
lesson plan.
http://educationstandards.nsw.edu.au/wps/wcm/connect/d4291b6a-6e4d-45d3-9bb7-b2c26a57cb37/st6-maths-
draft-syl-16-v5.pdf?
MOD=AJPERES&ContentCache=NONE&CACHE=NONE&CACHEID=ROOTWORKSPACE-d4291b6a-
6e4d-45d3-9bb7-b2c26a57cb37-lzxP6sh.
http://www.mooreteachingtips.com/wp-content/uploads/math_syllabus_1989.pdf
Date
/Time
Content Special
quadrilaterals
Data
displays.
Calendar/
season
Teaching and learning
assessment

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13/10/20
18.
Monday
7:00-
9:00(am)
.
15/10/20
18.
Frinday
9:00-
11:00
(am).
Topic
Maths1A:Sorting,arr
anging objects into
data displays
Explore, recognise the
problems and
determine time
required to give
possible solutions
Maths K-10 sample
unit: Time
Problem recognition
Generating the
mathematical
questions
Topic
Maths 1B:identify
features of
quadrilaterals
 researching
 Simulations
and solve the
equations
Rectangle
Triangle
Circle
Student
learning
how
calculate
area
( Length
*width)
Lesson
begins by
understandi
ng area
(1/2*base*h
eight).
Lesson
begins by
learning
area of a
circle (
A=π r2).
Autumn
( The lesson
plan
indicates a
season
ranging
from
autumn
season
starting
from
September
to
November)
Assessment for learning
Each other students make
a summary of the sources
sued to solve the
mathematical problems
such as integration
techniques, financial
calculation and statistical
analysis.
Lesson outcome
Each students should solve
the mathematical problems
diligently and score
highly. Efforts should be
made to indicate the
results and offer room for
discussion and reason.
Modifications. The area of
the activities should be
identified. Students carry
out the task in order to be
inclusive and also present
and share their own ideas