Conduct of modern science– 2016 • Díl 1

Science without borders - 2020 ★ Volume 14
enable them to travel on broader intellectual journeys by transforming what was being 
said into mathematical language to support discussion, to posture questions, to propose 
real life links, to analyze arguments, and to enquire for proof. Another crucial feature 
of learning process is that students should derive correct solution, right idea by 
themselves while relying on their background knowledge. The main spot is that 
students are able to create many concepts independently without any help of supporting 
materials or teacher. Therefore, there are able to evaluate all tasks, identify their peers’ 
mistake if there are any and fix them, explain the issue through which method it could 
be estimated correctly and easily. Hence, the purpose of student-oriented activities 
involved students in the activities that encourage them to analyze and evaluate the tasks 
with proper techniques chosen by students under the supervision of the mentor. 
Accordingly, Draeger (2016), a National Board-certified Math Teacher in Illinois, 
allowing your students to select how they want to approach their learning will 
definitely lead to creation of student-centered environment within your class.
Shifting analysis from student centeredness to inclusivity, it is crucial to 
mention that the main stone intention is to involve all students in learning process. 
Teachers have to create an environment where all students are treated equally by 
providing alternate approaches, learning materials for students to acquire knowledge; 
all learners have a chance to learn new topic and techniques through range of activities 
as they interacted each and responded to learning materials. According to Etscheidt and 
Bartlett (1999) that each educator should be aware of the components of inclusive 
classroom since they afford building chunks necessary for creating a safe and friendly 
atmosphere where each student’s needs and personality are valued and evident. 
Especially, tasks should be motivating and helping underachieved and quite students 
to share their options, solutions and ideas in the class. It is revealed by Carter, Locks, 
Winkle-Wagner, and Pineda (2006) that most students struggle to adapt new 
environment, but students of less prosperous and timid students confront even stronger 
challenges to integrate into new life. Another important characteristic of inclusivity in 
the classroom is supporting and including students with different abilities (Ainscow, et 
al., 2003). Thus, I guide students to acquire intended theory from different sources and 
activities to fit students’ needs, abilities, learning styles and level of understanding.
Accordingly, there is established several techniques to urge students to use deep 
approach to learning. Derivation of new rules, concepts by students using their previous 
knowledge, connecting new topic with real life cases have demonstrated students’ great
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