Abstract
This study investigated how teachers’ pedagogical mobility influences classroom assessment adjustments to support mathematics achievement for a student with disability. Structured and semi-structured surveys and artefacts associated with the student’s mathematics assessment tasks for two Terms were used. Data were analyzed using qualitative inductive analysis. A scribe, a different place for the examination, and extra time were the adjustments provided for two mathematics assessment tasks. The results showed that in Term 1, the scribe’s lack of familiarity with discipline knowledge in terms of mathematics terminology resulted in a low mathematics outcome. However, in Term 2, when the student had access to an appropriately knowledgeable scribe, mathematics achievement improved. The implications of these findings for future research and practice are discussed.
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