Course ID:
Course Code & Number
MATE 254
Course Title
Inclusion Practices in Mathematics Education
Level
BS
Credit Hours/ ECTS Credits
(2+0+0) 2 TEDU Credits, 4 ECTS Credits
Year of Study:
Semester:
Type of Course:
Elective
Mode of Delivery:
Face-to-face
Language of Instruction:
English
Pre-requisite / Co-requisite:
Pre-requisites: NONE
Co-requisites: NONE
Catalog Description
Definition and basic principles of inclusion; characteristics of inclusion students; social relations of inclusion students with other students and their teaching situations, advantages and disadvantages of being labeled; supporting the inclusion students with individualized education programs in the mathematics lesson; part-time and full-time inclusion applications and evaluation.
Course Objectives
The aim of this course is to provide students deep understanding of inclusion concept and importance and use of incusion activities for mathematics instruction.
Software Usage
If relevant to the course
Course Learning Outcomes
Upon successful completion of this course, the student should be able to:
1. Explain the basic principles of inclusion.
2. Interpret the characteristics of inclusion students.
3. Collaborate on social relations of inclusion students with other students.
4. Inquire on teaching practices for inclusion students.
5. Design individualized mathematics instruction for inclusion students.
6. Explore different inclusion applications.
7. Evaluate the appropriateness and usefulness of inclusion activities.
Learning Activities and Teaching Methods:
Telling/Explaining
Discussion/Debate
Questioning
Reading
Think-Pair-Share
Case Study/Scenarion Analysis
Video Presentations
Guest Speakers
Service Learning
Others
Assessment Methods and Criteria:
Quiz
Oral Questioning
Performance Project (Written, Oral)
Others
Assessment Methods and Criteria Others:
Reflection
Design Content
If relevant to the course
Recommended Reading
- Maccini, P., & Gagnon, J. C. (2000). Best practices for teaching mathematics to secondary students with special needs. Focus on exceptional children, 32(5).
- Chinn, S., & Ashcroft, R. E. (Eds.). (2006). Mathematics for dyslexics: Including dyscalculia. John Wiley & Sons.
- Montague, M., & Jitendra, A. K. (Eds.). (2018). Teaching mathematics to middle school students with learning difficulties. Guilford Publications.
- D'Amico, J., & Gallaway, K. (2008). Differentiated instruction for the middle school math teacher: Activities and strategies for an inclusive classroom (Vol. 1). John Wiley & Sons.
- Bondie, R., & Zusho, A. (2018). Differentiated instruction made practical: Engaging the extremes through classroom routines. Routledge.
Required Reading
Grading
Learning Activities and Teaching Methods Others:
Reflection
Course Coordinator:
Student Workload:
| Workload | Hrs |
|---|---|
| Lectures | 28 |
| Course Readings | 28 |
| Report on a Topic | 20 |
| Case Study Analysis | 10 |
| Team Design and Reflection | 21 |
Course & Program Learning Outcome Matching: