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Mathematics teaching in Adapted Primary School

Introduction

Mathematics teaching in adapted elementary school is a program designed for teachers who instruct students in mathematics in years 1-9. The program consists of approximately 250 pages, divided into several sections for ease of access and printing.

Program Structure

The program is structured into eight sections, each presenting a mathematical concept and a didactic perspective. The sections include:

• Introduction
• Curiosity, desire and imagination & Patterns in mathematics
• Numbers as numbers & Laboratory method in mathematics
• Number as proportion & assessment in mathematics teaching
• Statistics and probability & Student's documentation
• Time, money and mathematical relationships & Designing teaching materials
• Spatial perception & Reasoning and communication
• The idea of meaning & Mathematics a linguistic and social activity
• Problem solving in mathematics & Lesson planning
• Reference list

Program Content

Each section contains four student activities with a progression from subject area to years 1-3, 4-6, and 7-9. These activities are not a study guide for students but rather examples of how the program's content can be applied in concrete teaching. The program also provides suggestions for in-depth reading and complementary student activities.

Purpose and Target Audience

The primary purpose of Mathematics teaching in adapted elementary school is to support teachers' learning and professional development. The program is designed for teachers who instruct students in mathematics in an adapted elementary school setting.

Program Development

The program is an extension and complement to the previous material, Bl str‰vor, which was developed for teachers in special education. Mathematics teaching in adapted elementary school has been revised and updated, with some texts completely replaced. The program is currently in development, with ongoing work on layout, image editing, and additional sections.

Response and Feedback

The program developers welcome feedback on the content, structure, and activities. They are interested in receiving constructive comments, suggestions, and ideas for improvement, including:

• What needs to be explained better?
• What should be developed or complemented?
• What is missing?
• Are there suggestions for complementary research or texts?
• Are there activities that could be shared and used in the program?