Korean elementary school teachers’ implementation of mathematics instruction for students struggling to learn mathematics in inclusive settings

Abstract

In this study, the researchers used a researcher‐developed online survey to examine the beliefs of elementary school general and special education teachers regarding inclusion and their implementation of mathematics instructional practices. Participants were 55 general and 38 special education teachers. The data analysis was performed using frequency analyses, crosstabs statistics (Fisher's exact test) and independent t‐tests. Results indicated that both general and special education teachers recognised the importance of and need for inclusive education. Further, the most frequently used instructional groupings were a whole class and an individualised grouping for general and special education teachers respectively. The two groups’ responses about the use of instructional materials and practices varied considerably. Finally, both groups reported a relatively high level of confidence in mathematics topics in general. Limitations, recommendations for future research and instructional practices are discussed.