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It has been estimated that between 5% and 8% of school-age students have some form of difficulty with mathematical learning. In today's diverse classrooms it is vital for educators to ensure that all students have access to and can participate in the curriculum offered. The area of mathematics is no exception.

This course offers postgraduate students an opportunity to explore current issues in mathematics education and how these issues relate to inclusion in today's diverse classrooms. Prevention and intervention of learning difficulties in mathematics in the classroom is a major focus. Effectively teaching students with long term mathematics learning disabilities will also be examined in this course.

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students should be able to:

1. demonstrate a detailed knowledge and understanding of current issues and theories in mathematics education and inclusion (Assignment 1);
2. demonstrate a detailed knowledge and understanding of effective pedagogy in terms of meeting the mathematical learning needs of students in the inclusive classroom (Assignments 1 and 2);
3. develop an inclusive mathematical program aimed at prevention of mathematical difficulties (Assignment 2);
4. demonstrate competence in written language and scholarly writing including correct spelling, grammar and bibliographic referencing (Assignments 1 and 2);
5. detail effective instructional interventions for students with mathematics learning disabilities (Assignment 2).