Pedagogical components in the inclusion of students with mathematical learning difficulties in mathematics classes

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dc.contributor.authorAlnaim, Fahad Ahmed
dc.contributor.authorSakız, Halis
dc.date.accessioned2023-08-02T08:02:11Z
dc.date.available2023-08-02T08:02:11Z
dc.date.issued2023en_US
dc.departmentMAÜ, Fakülteler, Edebiyat Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractThis 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.en_US
dc.identifier.citationAhmed 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.en_US
dc.identifier.doi10.1080/13603116.2023.2216697en_US
dc.identifier.scopus2-s2.0-85160705347en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.urihttps://doi.org/10.1080/13603116.2023.2216697
dc.identifier.urihttps://www.scopus.com/record/display.uri?eid=2-s2.0-85160705347&origin=SingleRecordEmailAlert&dgcid=raven_sc_affil_en_us_email&txGid=491162164e9a26c78da33101e71086f8
dc.identifier.urihttps://hdl.handle.net/20.500.12514/3575
dc.identifier.wosWOS:000993948000001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Onlineen_US
dc.relation.ispartofInternational Journal of Inclusive Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMathematical learning difficulties; inclusion; pedagogy; strategies; qualitative researchen_US
dc.titlePedagogical components in the inclusion of students with mathematical learning difficulties in mathematics classesen_US
dc.typeArticleen_US

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