Abstract
International and national curriculum documents, such as The Salamanca Statement and Framework for Action on Special Needs Education (United Nations Educational, Scientific and Cultural Organisation (UNESCO), 1994) and the Teaching and Learning Mathematics: The Report of the Expert Panel on Mathematics in Grades 4–6 in Ontario (Ontario Ministry of Education, 2004), acknowledge that access to mathematical knowledge is the right of all students. Documents such as the Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000) and A National Statement on Mathematics for Australian Schools (Australian Education Council, 1991), resonate this acknowledgement by highlighting that mathematical knowledge develops within classrooms that assist all students to make informed, numerate decisions in a balance of situations ranging from the everyday to the purely mathematical.
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