Investigation of Preschool Teachers’ Views of Inclusive Mathematics Education

Abstract

Inclusive education is based on the belief of having an educational philosophy in which all individuals will acquire the knowledge and skills necessary for their effective inclusion in society. This study aims to examine preschool teachers' views on inclusive mathematics education activities in Turkey. Case study design, one of the qualitative research designs, was used in the study. The study group consisted of 15 preschool teachers. All of the teachers participating in the study were female. The study group was formed by convenient sampling method based on volunteerism. The data were collected through a personal information form and a semi-structured form. Content analysis technique was used to analyse the data. During the analysis of the data, codes and themes were created and visualised using MAXQDA 2024 qualitative data analysis software. According to the results obtained, preschool teachers have deficiencies in preparing differentiated lesson plans and content for inclusive mathematics education. In this context, it is recommended to overcome this deficiency by organising in-service training activities for preschool teachers. Additionally, it is recommended to create guidebooks to assist teachers in implementing inclusive mathematics education activities in preschool.