Figure 7: The two word clouds were generated from students’ responses to the end-of-year reflection. It is not difficult to see that distance learning may linger on students’ minds for awhile. And yet, feeling included and proud of their growth also made them more resilient to future hardships. Conclusion Upon completing this project, I am moving onto a new challenge in my professional life— becoming a team leader of Mathematics. Navigating through various school databases and consulting with various specialists helps me to guide new teachers to locate existing resources, familiarize themselves with the school culture and empower one another’s classroom teaching. When my data-informed teaching transforms into data-informed leadership, it enables me to listen from the heart, speak from the heart and take feedback openly. Returning to my own classroom, cultivating an inclusive mindset is an ongoing journey. I would not naively conclude that it is an easy journey for me and my fellow teachers. Some challenges include: (1) Understanding our students through the lens of linguistic, cultural and cognitive diversity is timeconsuming. How to balance between such effort and teaching mathematics (which is content-heavy discipline) can be overwhelming for any teacher. (2) Collaborating with specialists takes our humbleness to acknowledge that we need others’ expertise to transform students’ lives. (3) Dyslexia and dyscalculia, among other learning needs, can be foreign for many classroom teachers. Getting prepared to support students with ILPs might not be prioritized for some teachers. Building up inclusive mathematics classroom coherently is difficult for some school contexts. Nevertheless, seeing significant progress in my students, I feel fortunate to bring inclusiveness into my daily practice with sufficient support. I am also inspired to study further into up-to-date research on neuro-diversity and linguistic diversity, as well as their impact on Mathematics education and changes in future pedagogies. “A problem isn’t finished just because you’ve found the right answer” (Ogawa, p.49)— the right answer might have been found for my students in this research project, but this project has led to more intriguing problems to ponder and act upon for myself and you, dear readers. References Acquah, E. O., Szelei, N., & Katz, H. T. (2019). Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland. British Educational Research Journal, 46(1), 122–139. https:// doi.org/10.1002/berj.3571 Aldakhil, A. (2019). Disablism in Saudi Mainstream Schools: Disabled Teachers’ Experiences and Perspectives. International Journal of Disability, Development and Education, 67(5), 536–546. https://doi.org/10.1080/10 34912x.2019.1620923 Alves, I. (2019). Enacting education policy reform in Portugal – the process of change and the role of teacher education for inclusion. European Journal of Teacher Education, 43(1), 64–82. https://doi.org/10.1080/0261 74 EARCOS Triannual Journal
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