- equality of opportunity;
- access and entitlement to mathematics;
- not labelling children on some kind of ‘ability’ scale;
- not accepting that any student’s ‘ability’ was fixed;
- being aware of and open to students surprising me.
In terms of resources and task design http://www.inquirymaths.co.uk has the potential to make profound additions to supporting learning and teaching in mixed-attainment classrooms.
There are also a vast range of other resources published by the ATM and some are:
- Big Ideas
- Bigger Ideas
- Rich Task Maths 1
- Rich Task Maths 2
- Variety in mathematics lessons
- Eight days a week
- Everyone is special
- Forty problems for the classroom
- Forty harder problems for the classroom
- Learning and teaching mathematics without a textbook
- 30 years on
- More people more maths (this is an active ‘People Maths’ set of ideas)
- Functioning mathematically
- Points of Departure 1, 2, 3 and 4
- Linking cubes and the learning of mathematics
Gattegno, C. (1963) For the Teaching of Mathematics (Volume One), Great Britain, Lamport, Gilbert.
Gattegno, C. (1971) What We Owe Children: The Subordination of Teaching to Learning, London: Routledge & Kegan Paul.