Pedagogical components in the inclusion of students with mathematical learning difficulties in mathematics classes
Yükleniyor...
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Taylor & Francis Online
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study examined the pedagogical components involved in the
inclusion of students with mathematical learning difficulties (SMLD)
in primary schools in Saudi Arabia as perceived by teachers and
educational supervisors. A qualitative method was used to gather
information from 22 mathematics teachers and six educational
supervisors about their opinions, practices, and experiences. Data
were collected through semi-structured interviews, focus group
discussions, and documents, and then analyzed using thematic
analysis. The findings revealed three levels of pedagogical
components that impact inclusion: systemic and structural
components (such as readiness for inclusion and educational
programs), teacher-related components (such as mastery of
instructional practices and teacher preparedness), and studentrelated components (such as learned helplessness and learning
tendencies). These findings stress the importance of considering
the learning environment and developing effective strategies to
support the inclusion of SMLD.
Açıklama
Anahtar Kelimeler
Mathematical learning difficulties; inclusion; pedagogy; strategies; qualitative research
Kaynak
International Journal of Inclusive Education
WoS Q Değeri
N/A
Scopus Q Değeri
N/A
Cilt
Sayı
Künye
Ahmed Alnaim, F., & Sakız, H. (2023). Pedagogical components in the inclusion of students with mathematical learning difficulties in mathematics classes. International Journal of Inclusive Education, 1-20.
