A search for teaching strategies aimed at the inclusion of all students within the mathematical class. Results from a collaborative work by teachers and researchers

Abstract

Our line of research involves collaborative work between researchers and primary school teachers in which we jointly analyze problems related to mathematics teaching. In one of the participating schools, the teachers express concern that in every grade there are children who are not able to engage in the mathematical work with their peers. This situation leads to an exploration by the teachers in order to better understand how these students are positioned. Both the analysis process as well as the collaborative writing process led the group develop a deeper understanding of the relationship between teaching and learning, an adjustment of the interpretations of students’ knowledge, and an emphasis on the institutional nature of students’ mathematical learning as part of their schooling trajectory.