engleski

Teaching and Learning Mathematics in Inclusive Settings: Analysis of Curriculum of Compulsory Education in Five European Countries

Global perspectives on inclusive education advocate one’s effective social functioning. In that perspective, math education is a priority due to its presence in everyday life. Independent living presupposes presence of basic math skills. To identify the presence of math skills that supports independence (i.e. functional mathematic skills), content analysis of five European countries national curriculums was conducted: Great Britain, Finland, Germany, France and Croatia. Results showed that mathematic skills promoted in these national agendas are inherent part of independent living. Math curriculum is focused on personal experiences and possibilities to achieve basic knowledge and understandings of mathematics, applicable in everyday life. Despite some differences in approaches in construction of math curriculum, every country strongly recommends highly specialized math teachers. In fact, these countries connect pupil’s success with teacher’s competence, which suggested that universities should reconsider national agendas and standards, and implement them into their curriculums. Otherwise, pre-service teachers could find themselves in a gap between own performance and social expectations

inclusive math curriculum, inclusive settings, teachers’ competences, functional mathematics

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