ABSTRACT
This chapter explores issues of inclusion. It aims to offer teachers support in helping all their learners to achieve their potential in mathematics. A key belief for connectionist teachers is that, ‘Most pupils are able to become numerate.’ This means that they believe that all pupils are able to move forward in their mathematics learning. The challenge for teachers is to find the most effective ways for pupils to learn mathematics. As a teacher exploring ways of teaching for inclusion through mathematics, a key skill teachers will need to develop is the ability to plan activities that are accessible to the range of learners in their class. Different groups will interpret the graph in different ways. Some find the ‘line of best fit’, which is the line that can be drawn on a scatter graph that best approximates all the points on the graph.
