ABSTRACT
An inclusive mathematics classroom must be centrally concerned with empowerment and the building of self-esteem in all pupils. The teacher in this classroom focuses on problem-solving activities and promotes a conjecturing atmosphere to enable all pupils to discuss and explore ideas. A problem-solving approach to learning, where pupils are using and applying mathematics is an essential feature of an inclusive classroom. The progression of objectives is identified for children working at P levels and for each year group, and then in a broader format after that. Collaborative pair working can also be a useful technique in whole-class discussions: if children have an opportunity to articulate some of their ideas to their partners, they have opportunities to refine their ideas, overcome mistakes and use the vocabulary correctly before addressing the whole class. Interactive whiteboards enable the teacher to move and emphasise, and children are often keen to use them too in order to demonstrate their ideas and understanding.
