Inclusive Mathematics Education Component of AISLM

Inclusion in mathematics education means all students, regardless of race, ethnic group, gender, socioeconomic status, geographic location, age, language, disability, or prior mathematics achievement, deserve equitable access to challenging and meaningful mathematics learning and achievement.

Unit 1. Connectivism and Socio-Culturally Responsive Authentic Education 

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Course Progress

The AISLM utilizes strategies to ensure that all students, regardless
of their culture, race, or disability are engaged in the learning process and have the
opportunity to achieve in math. As inclusive classrooms are becoming more common in the
United States, general education teachers are more responsible for teaching students with special
needs, and special education teachers are teaching general education students in inclusive
classrooms. AISLM is designed to provide all teachers, general education and special education,
with tools and strategies to teach every student in the classroom.

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Course Content

Course Content
Module 2 Unit 1
Reflection Question
6. In your classroom, what is your biggest struggle with inclusion? Give a specific example.
7. Is your classroom a culturally-responsive environment? How can you improve this aspect of your teaching?
8. What activities have you done in the past that you would consider place-based education? How can you incorporate more place-based education in your classroom?
9. In what ways do you empower your students to use their background knowledge in the classroom activities? How can you utilize your students’ expertise more effectively?

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