Inclusive Mathematics Education Research Articles

Conceptualizing political knowledges needed to teach inclusive mathematics: theorizing through counterstories

How do teachers develop and use political knowledge to create equitable and inclusive conditions for and with disabled students, particularly disabled students of color? In this essay, we build on concepts of political teacher knowledge in mathematics education, critical inclusive mathematics education and disability studies to explore teacher knowledges that support disabled students’ mathematical learning. We focus on four aspects of political knowledge for teaching mathematics: (1) knowledge as relational and unfolding over time, (2) understanding and negotiating the political contexts in which we teach mathematics, (3) deconstructing deficit discourses about marginalized students, and (4) learning to creatively resist the systems for and with our students. To develop our theoretical analysis, we use a counterstory of a middle school Latino student named Luis and his Latina mathematics teacher, Ms. Marquez. Our aim is to open up discussions in mathematics teacher educational research about the politics at play in teaching inclusive mathematics.

Professionalisation for inclusive mathematics—teacher education programs and changes in pre-service teachers’ beliefs and self-efficacy

Traditionally, in many countries there exist different teacher education programs for special education and for regular or inclusive education, not at all with similar underlying paradigms for teaching and learning or similar definitions and understanding of the term inclusion. In this context, one central question is how to define inclusive mathematics education, how to address the manifold aspects, and how to reduce discrimination and marginalization. On the one hand, teacher education programs might focus on diverse groups and specific students, like students with special needs and integrate important questions of special education. On the other hand, teacher education programs might take explicitly a broader perspective, considering the mathematical learning of all students and not taking a specific focus. In this contribution we present research results of the project ProViel (‘professionalisation for diversity’) to discuss how a teacher education program can be designed to address both with the underlying paradigm of making mathematics accessible for all students, and what role pre-service teachers’ beliefs as well as their self-efficacy might play. The project aimed at subject-specific concept development and research concerning teacher education for inclusive mathematics on the primary level, considering different points in time within the whole education program. Quantitative data of pre-service teachers’ beliefs and self-efficacy have been analysed, while they participated in different university courses and a practical phase at school. Key findings of this study are, that pre-service teachers’ beliefs about student achievement and their self-efficacy for inclusive mathematics teaching changed during the teacher education program.

Investigation of Preschool Teachers’ Views of Inclusive Mathematics Education

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.

Mathematics teaching for migrant students in German schools—How do teachers respond to their students’ diverse needs?

The increase in international migration and the global number of students learning mathematics through a language other than their home language makes migrants’ educational pathways a particularly urgent issue. The current paper focuses on the German context as Germany is currently one of the major immigration countries in the Western context. Because German is widely perceived as the language of opportunity for migrants in the German school system, it is overwhelmingly the selected language of learning and teaching in the broader school system and within migrant classes. The article is based on qualitative interviews with mathematics teachers teaching migrant classes; and the data analysis followed the Grounded theory tradition. The central phenomenon that seemed to preoccupy all teachers was how to adapt mathematics teaching to the language- and mathematics-related diversity of their students while simultaneously helping them to transfer smoothly to the mainstream classes or pass the final examinations successfully. Due to the lack of institutional support for teaching in migrant classes and problems in dealing with multilingualism and mathematics-related diversity in mathematics lessons, they were generally frustrated with the situation despite being strongly motivated at first. Using three examples from the data, we illustrate teachers' strategies in relation to multilingualism and mathematics-related diversity. Overall, the study points to the necessity of supporting teachers in their mathematical practices in migrant classes to contribute to more inclusive mathematics education.

Podporné mechanizmy školy ako inštitúcie v inkluzívnom matematickom vzdelávaní

This paper offers an interdisciplinary perspective of researchers from the fields of therapeutic pedagogy and mathematics didactics in identifying the support mechanisms of the school as an institution in inclusive mathematics education. Qualitatively analysing the written accounts of mathematics teachers in Slovak primary and secondary schools in mainstream education, it brings together the suggestions from these teachers on the support mechanisms of the school in inclusive mathematics education for pupils with special needs. The research findings may be helpful in the pre-service training of teachers of subjects other than mathematics in the context of teaching pupils with enhanced support.

Personalised Presentation of Mathematics for Visually Impaired or Dyslexic Students: Challenges and Benefits

Artificial Intelligence in Education (AIEd) has the potential to transform learning by providing personalised and adaptive environments and enabling more effective assessment and feedback (Luckin et al., 2016). Implementing AIEd has different challenges involving accommodating different learning styles, understanding how learners interact with tools, creating accessible technology for students with learning or sensory disabilities, and managing cognitive load and stress. The potential benefits of using AIEd for the personalised presentation supports inclusive learning environments, including improved understanding, accessibility to learning (Costas-Jauregui et al., 2021), reduced stress (Hsu et al., 2021), and cognitive load (Turan & Goktas, 2016), to improve mathematical understanding and student confidence. Neto et al. (2021) argue that the opportunity to utilise robots to enhance inclusive classroom experiences lies in their ability to utilise their physical attributes, multimodal feedback systems, customised social behaviours, and sensory functions. The potential benefits promote the development of inclusive and intelligent educational frameworks. In this paper, the authors examine the potential of using AIEd combined with robotics to provide a personalised learning framework for students with learning disabilities (e.g., dyslexia) and sensory disabilities (e.g., vision impairment/blindness). The paper will assess the challenges and benefits of the AIEd framework combined with robotics for inclusive mathematics education.

Contributions of the Theory of the Inclusion of the Other to Inclusive Mathematics Education

Background: The post-colonial and anti-colonial theories in mathematics education, difference and inclusion led Souza and Skovsmose to create the term deficiencialism. Objective: To present the potential of Jurgen Habermas’s theory of the inclusion of the other to contribute to concepts of inclusive mathematics education. Design: Considering that Habermas is a German philosopher who defends ethical communication to solve social problems, we believe that his concepts can help understand the idea of inclusion in teaching to guide the academic community towards a better understanding and positioning about who the Other is. Setting and participants: Jurgen Habermas (2018, 2019) and Ole Skovsmose (2014). Data collection and analysis: Bibliographical and theoretical study. Results: We found possible similarities between Habermasian theories and the critical mathematics education by Ole Skovsmose, each concept with its particularities converging on ethical communication that can favour a more inclusive mathematics education.

Effect of COVID-19 on inclusive mathematics education

The COVID-19 pandemic has dramatically changed education all over the world. As part of emergency remote teaching (ERT), the switch to online instruction had several technological, pedagogical and social challenges. Oral hearing impaired (HI) learners experienced difficulties during synchronous online lessons with hearing devices not picking up sounds, disruption to comprehend the lesson, not familiar with the online devices and emotional side-effects (Krishnan et al., 2020). The research question that guided this study is what is the influence of COVID-19 on mathematics teachers’ inclusive practices for oral HI learners? This study followed a case study design and collected data from two high school inclusive mathematics teachers before the pandemic and during ERT. The South African Department of Basic Education’s (DBE, 2011) Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements and Whittle, Tiwari, Yan and Williams’ (2020) ERT environment framework’s design step guided the data collection and analysis processes. Data was collected in the form of interviews, observations and document analysis. It was found that teachers should receive adequate training when teaching in an inclusive school focusing on hearing impairments. During ERT the teachers felt teaching became a 24-hour job, the school’s expectations were high and they had strict requirements on the appearances of the videos. They had to produce between 12 and 16 videos per week for asynchronous teaching. Hardly any inclusive practices were implemented during ERT. The HI learners were neglected during the lockdown of schools during the COVID-19 pandemic as the teachers only focussed on making videos and tried to cope with the demands. More research needs to be done to determine how the COVID-19 pandemic, and possible future pandemics, and lack of inclusive practices influence the HI learners’ understanding and progression in mathematics. From that a framework can then be constructed to guide inclusive teachers in possible future pandemics and ERT scenarios.

Inclusive mathematics education: special education paradigms and possibilities of pedagogical practices

The challenge of inclusion is constant and is in historical development with progress, setbacks, conflicts. Therefore, the objective of this article is to analyze the paradigms present in the history of Special Education and their possible impacts and presence in current times regarding the pedagogical practices of teachers who teach Mathematics.The study has a qualitative, exploratory approach; data production procedures are bibliographic and documental research, followed by descriptive analysis. The research reveals that there are social, cultural and historical factors, present in the history of Brazil and of school education, which is marked by segregation principles, dichotomous vision between the so-called "normal" and "abnormal", ableism, which constitute constant obstacles in the search for Inclusive Education and differentiated pedagogical practices in Mathematics that consider diversity as part of the human constitution. In this context, the pedagogical practice of the teacher who teaches Mathematics, often, to be based on the inclusive perspective, needs transformation, awareness of the historical aspects and critical reflection on the history of exclusion to enable resistance and permanent search for human rights and inclusion.

EFFECTIVENESS OF USING MANIPULATIVES IN MATHEMATICS TEACHING IN INCLUSIVE EDUCATION PROGRAMS IN AN ELEMENTARY SCHOOL

The use of manipulatives in mathematics education has proven effective in increasing students' understanding of mathematical concepts and involvement in the learning process. Inclusive education aims to create classrooms that are accessible to all students, regardless of their abilities or disabilities. In this context, manipulatives can play an important role in helping students with special needs, such as those with learning disabilities or physical disabilities, to understand mathematical concepts and engage with the subject. However, the use of manipulatives in mathematics teaching can also pose challenges, such as inadequate cost, storage, maintenance, and training. This abstract summarizes the benefits and challenges of using manipulatives in mathematics teaching for inclusive programs, highlighting the importance of considering the use of manipulatives in inclusive mathematics education and the need for adequate resources and training to support their effective application.

Supportive Factors in Inclusive Mathematics Education: Mathematics Teachers’ Perspective

The aim of this study is to investigate which supportive factors positively influence inclusive mathematics education so that it is accessible to all pupils in mainstream primary and secondary school settings from the mathematics teachers’ perspectives. The study is designed as a qualitative descriptive study. It was conducted by collecting 16 narratives about selected pupils/students provided by mathematics teachers. In them, they described their experiences with inclusive mathematics education. Teachers provided information about their pupils with any form of disability (health, social, or other) or an increased need for support and about their situations in mathematics education and inclusion. The stories were structured by the researchers into units of meaning, numerically coded, content-analyzed, and categorized. Participants in the study were 16 mathematics teachers who were working in mainstream schools. From the stories, we identified 583 meaning units that were assigned a numerical code. Using continuous qualitative analysis procedures, we abstracted five main final categories that describe the support factors in inclusive mathematics education from the mathematics teachers’ perspective in terms of including every pupil without distinction, including those who require some level of additional support. The final categories include: 1. Identifying the pupil’s/student’s internal resources in mathematics education; 2. The mathematics teacher’s responsive approach toward the pupil/student; 3. Modifying conditions in mathematics instruction and implementing accommodations for pupils/students; 4. School-family collaboration; 5. Support mechanisms for the school as an institution in the context of inclusive mathematics education.

Application of game technologies in mathematics lessons in inclusive education

Inclusive mathematics education creates new challenges not only for students but also for teachers. Therefore, the article studies the possibilities of using game technologies in teaching of Mathematics for the 5th grade in an inclusive education. The problems of inclusive education in the UK, Uzbekistan and Kazakhstan are differentiated; the offers and methods used in these countries are studied and analyzed. The research was conducted during the lessons for a 5th grade's learner with special needs studying at home in a rural school. It is aimed at awakening of the desire to education for learners with special needs. Difficulties arising in the teaching of Mathematics are identified, effective teaching technologies are selected, and tasks are systematized. The preparation of tasks in an interesting form with using of innovative technologies, such as game technologies, develops the thinking and creative abilities of the learners has been established. In this study, the pedagogical, psychological, and methodological problems and offers for their solution given in foreign and domestic scientific articles, textbooks were used. The conclusions drawn based on the results obtained are aimed as a methodological recommendation to eliminate the difficulties that teachers faced in teaching mathematics to learners with special needs who are home-schooled in rural areas.

Exploring Secondary School Students’ Perceptions of Indigenizing Mathematics Pedagogies: A Path to Inclusive Mathematics Education in Southern Province, Zambia

The study investigated secondary school students’ perspectives on incorporating indigenous elements into math teaching in Zambia’s Southern Province. Conducted in Kalomo District, the research involved 343 participants. It utilized a Mixed Methods Sequential Explanatory Design, combining critical realism and pragmatism. The sample included 326 individuals for quantitative analysis (math teachers and Grade 12 pupils) and 17 for qualitative insights (community members, District Education Board representatives, and school administrators). Results indicated that teachers believed integrating indigenous knowledge in math education would heighten students’ interest and involvement. They saw openness in students towards incorporating cultural elements, especially when using native languages and examples. Additionally, teachers had confidence in students’ capacity to use local instances in math teaching, suggesting potential benefits for understanding and retention of concepts. This positive stance implied that indigenous integration could enhance learning outcomes. The study revealed that the students were generally receptive to indigenizing pedagogies and practices in the teaching of mathematics education. The study found that students responded positively to this approach, as it allowed them to see the connections between mathematics and their own cultural backgrounds. The study revealed that incorporating cultural perspectives and indigenous knowledge can enhance students’ understanding, engagement, and problem-solving skills in mathematics.

Teachers’ practices of integrating challenging demands of inclusive mathematics education in a professional development program

When implementing educational innovations, teachers’ approaches to integrating new teaching demands are a crucial factor in their professional development. This becomes especially important in inclusive mathematics education, where teachers are demanded to integrate two jobs: (a) create joint learning experiences for all students and (b) provide focused learning opportunities for individuals. These jobs and the orientations in which they are pursued are perceived as conflicting demands by some teachers, while others do not. Within the model of content-related teacher expertise, this qualitative study investigates teachers’ practices for integrating these demands by disentangling the interplay between teachers’ self-reported practices and their underlying orientations about inclusive education. The analysis reveals that only some teachers explicate conflicts between inclusive teaching demands. It also shows that teachers command a variety of different practices for dealing with the new teaching demands and that some complex practices can indeed integrate different demands simultaneously. Implications include the insight that professional development programs on inclusive education should pay careful attention to teachers’ articulated jobs and orientations in order to promote the integration of teaching demands. Beyond this specific professional development content, the search for practices for integrating demands arising from an interplay of jobs and orientations might be a promising professional development research approach for increasing the scope of professional development.

Desenho Universal para Aprendizagem e Tecnologias Digitais na Educação Matemática Inclusiva

Este estudo verifica indícios do Desenho Universal para Aprendizagem (DUA) presentes no uso de Tecnologias Digitais (TDs) na Educação Matemática Inclusiva. Para tanto, são analisadas pesquisas publicadas em duas edições do Encontro Nacional de Educação Matemática: 2016 e 2019; evento que congrega maior número de pesquisadores e professores da área de Matemática no Brasil. Ao analisar os trabalhos publicados em tal evento, busca-se responder aos seguintes questionamentos: Como as TDs estão sendo utilizadas na Educação Matemática Inclusiva? É possível verificar a perspectiva do DUA ao utilizar as TDs na Educação Matemática Inclusiva? Com a metodologia adotada, de abordagem qualitativa, do tipo bibliográfica, emergem quatro temáticas: uso de tecnologias analógica e digital; uso de softwares e/ou aplicativos; uso de Ambiente Virtual de Aprendizagem; e uso de videoaula e vídeos instrutivos. Pelas análises é possível concluir que a inclusão escolar está em processo, envolvendo pesquisadores e professores no desenvolvimento de tecnologias digitais ou analógicas. Ainda, as análises revelam que é tímida a presença do DUA na Educação Matemática Inclusiva.

A Comparison Study between Universal Design for Learning-Multiple Intelligence (UDL-MI) Oriented STEM Program and Traditional STEM Program for Inclusive Education

The Universal Design for Learning (UDL) model and Multiple Intelligence (MI) theory hold considerable promise for advancing inclusive education. However, the effectiveness of UDL and MI in supporting inclusive science, technology, engineering, and mathematics (STEM) education has never been tested empirically. This study examined the impact of the UDL-MI-oriented STEM program on eighth-grade rural students’ attitudes towards STEM through mixed research design. A total of 122 students were selected through purposive sampling and randomly distributed into experimental (N = 62) and control groups (N = 60). The experimental group experienced STEM learning through the UDL-MI-oriented program and the control group received traditional classroom teaching. Both groups studied learning units on environmental sustainability and conservation for 10 weeks. Changes in students’ attitudes towards STEM were assessed over the time period (pre-test, post-test, follow-up) using an adapted Mahoney Student Attitude toward STEM instrument and individual interviews (post-test, follow-up). The results indicated that in comparison to the traditional classroom, the UDL-MI-oriented program significantly improved and maintained the students’ attitudes towards STEM. Next, the qualitative findings were presented to support the statistical analyses. This study provides empirical evidence for adopting the UDL-MI-oriented STEM program as an effective way of providing inclusive STEM education to rural students by enhancing their attitudes towards STEM.

Inclusive Mathematics Education in Classroom Practice

The present study focused on inclusive mathematics education in classroom practice. Inclusive mathematics education creates new challenges for teachers, requiring additional knowledge and possibly changed classroom practices. One teaching job gaining importance is differentiating through task design, as teachers need to provide conceptually rich learning opportunities even to students with mathematical learning disabilities. This paper investigates the ways teachers engage with inclusive mathematics in their classrooms. The main purpose of this study was to explore inclusive mathematics education in classroom practice. The methodology of the study is qualitative. This study employed international and national journals, library consultation, expert opinion, online journals, periodicals, newspapers, and documents.

O ensino de matemática para cegos no município do Rio Grande

Este trabalho apresenta uma análise acerca da experiência escolar de cegos da cidade do Rio Grande que alcançaram o nível universitário em relação à aprendizagem de Matemática, com o objetivo de compreender como ocorreu o ensino de Matemática, a fim de orientar os processos de formação de professores e, com isto, contribuir para o ensino de Matemática para pessoas cegas. Foram realizadas entrevistas narrativas com estes alunos, no intuito de escutar suas histórias sobre os processos de ensino e aprendizagem de Matemática. A fim de analisar os elementos emergentes destas falas, utilizei a Análise Textual Discursiva. O reconhecimento do outro, a perspectiva dos cegos sobre o sistema educacional e as dificuldades enfrentadas neste percurso escolar foram destados nas falas dos entrevistados. O diálogo surge como categoria emergente das entrevistas, enquanto a experiência estética é apontada como potencial para a abertura à alteridade, em um viés ético da filosofia da educação. Palavras-chave: Ensino de Matemática para Cegos; Formação de Professores de Matemática; Educação Matemática Inclusiva; Materiais Didáticos.

Assistive Technology in the Construction of Number Concepts: A Study Entailing Actions of Teachers and Visually Impaired Students

Background: With the constant insertion of visually impaired learners in regular basic education in Brazil, it is important to create and/or adapt methodologies and equipment capable of aiding in the intellectual and social development of these students. Objective: This article intends to reflect on the usage of AT (Assistive Technology) as well as the utilisation of adapted materials for visually challenged students in the early years of primary school. Design: With a qualitative approach, it is inspired by the Discursive Textual Analysis. Setting and Participants: The research included not only teachers who teach mathematics in both the Specialized Educational Service (SES) and regular classrooms, but also low-vision students in an inclusive school. Data collection and analysis: A snippet of the meta-text is presented, which, through the analysis of the services provided in the SES, ponders about the students’ necessities and activities within AT for the teaching of number concepts. Results: The research results attest that the usage of AT is, indeed, imperative in the students’ construction of mathematical concepts with the intention of implementing Inclusive Mathematics Education. Conclusions: Simple adaptations, such as providing materials in Braille for visually impaired students, are actions that classroom teachers could adopt, counting on the assistance of Specialized Educational Service professionals.

Pedagogical Tactfulness

Situated within the field of inclusive mathematics education, this article presents empirical research from a microethnographic study exploring teacher-student relationships. More specifically, the searchlight was aimed at how math teachers relate to their students when they teach. The classroom study is based on a rich empirical data set collected during a year of field work: video-recorded math lessons, observations and dialogues and interviews in six classes. Four math teachers participated together with 100 students from compulsory school, upper secondary school and schools for children with learning disabilities. Based on a relational perspective on teaching, Pedagogical Relational Teachership, PeRT, (Ljungblad, 2018, 2019) a microanalysis was carried out, about how the teacher’s acknowledgement to students emerged in interpersonal, face-to-face communication. Through a relational turn in mathematics education, exploring interpersonal relationships, an extended relational understanding of situated teaching was acquired. The results illuminated how teachers’ pedagogical tactfulness emerged as a pedagogical fundament in inclusive educational environment. The results also highlighted a moment of specific importance in mathematics education: at that second, when the incalculable (Biesta, 2001, 2007) emerges, the teachers refrain from assessment and, instead, listen and create a space for the students to speak with their unique voices. Over time, such a relational teachership creates trustful and respectful teacher-student relationships.