Chapter 1 and 2

Boaler's study in "Experiencing School Mathematics" discuses two approaches to teaching mathematics, traditional and reform. The proponents for either side have gathered strength in research, numbers, followers, believers. It is obvious that students learn differently and teachers teach differently. With either approach some students will connect to the process while others will not. As professionals, we are more likely to use a combination of both to engage students in mathematics during particular lessons, units, and outcomes, keeping with the nature of inclusive schools and classrooms. Which I would call just good teaching! Boaler points out “the effectiveness of any teaching and learning situation will depend on the actual students involved, the actual curriculum materials used, and the myriad of decisions that teachers make as they support student learning."

In chapter 1, the author states “School classrooms should give children a sense of the nature of mathematics, and that such an endeavour is critical in halting the low achievement and participation that extends across America”. It is important that students understand that mathematics is about discovering the patterns that occur all around us, and how those patterns lead to the mathematics we learn and see in our schools. Creating opportunities for students to make connections between mathematics and nature, science, art, and music, will help students identify its importance in their lives. As professionals we implement differentiated instruction and with the implementation of the inclusionary model in our classrooms, we are using a combination of the methods being used in Phoenix Park’s and Amber Hill.