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Support various teachers in mathematics "Supporting Various Teachers: Teacher Competence in an Inclusive Classroom", by Wendy S. Bray, raised in 2005 by the National Mathematics Teachers Council, focuses on the need for collaboration between university teachers and special educators to facilitate fair and successful learning for each student. This article speaks primarily to general education teachers on reform-based mathematics and how general classroom teachers can implement this new learning approach in a way that will benefit all students, including special education students. In addition, the article seeks ways to help special needs students learn in their own special way, to accompany the other students in their regular classroom. The article begins by discussing the challenges faced by teachers with disabled students, as they are integrated into a classroom using the reform-based, constructive mathematical approach, which focuses on entire group discussions, small group discussions, and problem solving. Some of these problems include: LD students do not participate and / or "focus on non-mathematical aspects of data (Bray)." Then the article discusses how a group of teachers handle this type of classroom. One tactic they implemented is "small, teacher-led groups (Bray)" where teachers played games and did other activities, encouraging students to talk about their mathematical thinking. Another tactic used by the teachers breaks the students into groups according to their ability and what they needed to work on. In these groups, the teachers not only told the students what to do to solve a problem, but asked the students questions to help them figure out what they needed to do. These teachers also dig their students "options (Bray)", which allowed the students to choose what they wanted to work with, individually, with a group or with the teacher. This brave teachers the opportunity to work individually with the students. At the end of the article, we discussed how the three teachers worked together to discuss the progress of individual students, and what would be done to help them continue to grow. This article was written by Wendy S. Bray, "a graduate student at the University of North Carolina in Chapel Hill (Bray)." She is a "former elementary classroom teacher" and "her research interests include maths education and teaching strategies that facilitate learning for students with special needs (Bray)." Her information came from her research, and her information was supported by excerpts from various books and magazines by educational trainers, including: "Effects of Reform-Based Mathematics on Low-Performance Five-Class Classroom" by Baster, Woodward and Olson; "Mathematical problem solving process for primary students identified as LD" by Behrend; "Four Variables for Success" by Coleman; "How effective is the demand for learning for students with weak disabilities?" by Mastropieri; and "Mathematical Instruction for Elementary Students with Learning Disabilities" by Thornton. She also realizes that her information supports the Equity Principle, which she also quotes from the "National Council of Mathematics Teachers." We have managed to read and write through individual instruction, where they learn at their own pace, so why do we not do it in mathematics? I think the.