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Experience of Primary School Teachers with Inclusion Students in the Context of Teaching Mathematics: A Case Study

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Title: Experience of Primary School Teachers with Inclusion Students in the Context of Teaching Mathematics: A Case Study
Language: English
Authors: Durmus, Mehmet Emin (ORCID 0000-0003-4541-3047), Ergen, Yusuf (ORCID 0000-0003-4313-5354)
Source: International Journal of Progressive Education. 2021 17(1):172-196.
Availability: International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Teachers, Teacher Attitudes, Inclusion, Mathematics Education, Students with Disabilities, Special Education, Individualized Education Programs, School Counselors, Help Seeking, Demonstrations (Educational), Game Based Learning, Dramatic Play, Questioning Techniques, Time Management, Student Evaluation, Achievement Gains, Barriers, Children, Foreign Countries
Geographic Terms: Turkey
ISSN: 1554-5210
Abstract: This study investigated experiences of primary school teachers with inclusion students in the context of teaching mathematics. In the study the phenomenology design, which is one of the qualitative research designs, was used. The participants were determined by criterion-based sampling method. The participants of the study consisted of 21 primary school teachers with inclusion students. Research data were collected by a semi-structured interview form developed by the researchers. Content analysis method was used for data analysis. The study found that the participants mostly used rough evaluation forms in order to determine the gains when preparing IEP. In addition, most of the participants stated that they needed help in preparing IEP and they received the most of the help from school counselors. The participants stated that they mostly used demonstration, teaching with play and drama methods and that they could practice with inclusion students only during breaks, during social activities times or in the hours in the support training room apart from mathematic class. Moreover, it was found that most of the participants measured verbally gains of the inclusion students by question and answer method. It was also concluded that inadequacy of the time was the most common problem they encountered in the process of learning-teaching and assessment for the mathematics class.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1286330
Database: ERIC
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  Data: Experience of Primary School Teachers with Inclusion Students in the Context of Teaching Mathematics: A Case Study
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  Data: <searchLink fieldCode="AR" term="%22Durmus%2C+Mehmet+Emin%22">Durmus, Mehmet Emin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4541-3047">0000-0003-4541-3047</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ergen%2C+Yusuf%22">Ergen, Yusuf</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4313-5354">0000-0003-4313-5354</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Progressive+Education%22"><i>International Journal of Progressive Education</i></searchLink>. 2021 17(1):172-196.
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  Data: International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/
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  Data: This study investigated experiences of primary school teachers with inclusion students in the context of teaching mathematics. In the study the phenomenology design, which is one of the qualitative research designs, was used. The participants were determined by criterion-based sampling method. The participants of the study consisted of 21 primary school teachers with inclusion students. Research data were collected by a semi-structured interview form developed by the researchers. Content analysis method was used for data analysis. The study found that the participants mostly used rough evaluation forms in order to determine the gains when preparing IEP. In addition, most of the participants stated that they needed help in preparing IEP and they received the most of the help from school counselors. The participants stated that they mostly used demonstration, teaching with play and drama methods and that they could practice with inclusion students only during breaks, during social activities times or in the hours in the support training room apart from mathematic class. Moreover, it was found that most of the participants measured verbally gains of the inclusion students by question and answer method. It was also concluded that inadequacy of the time was the most common problem they encountered in the process of learning-teaching and assessment for the mathematics class.
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  Data: EJ1286330
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 172
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Individualized Education Programs
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      – SubjectFull: School Counselors
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      – SubjectFull: Help Seeking
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      – SubjectFull: Demonstrations (Educational)
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      – SubjectFull: Game Based Learning
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      – SubjectFull: Dramatic Play
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      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Achievement Gains
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      – SubjectFull: Barriers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Turkey
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      – TitleFull: Experience of Primary School Teachers with Inclusion Students in the Context of Teaching Mathematics: A Case Study
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