Inclusive mathematics classroom practices: An interpretive inquiry

Abstract

The main concern of my study was on Inclusive Mathematics Classroom Practices: An Interpretive Inquiry’. The objectives were to explore the experiences of teachers and students in the practice of inclusive mathematics education, explore the challenges faced by them, and investigate the coping strategies to address the challenges faced by mathematics teachers and students in inclusive practices. The study employed a qualitative ethnographic research approach. I used the interpretive inquiry of ethnographic design. I used a purposive sampling technique and conducted an in-depth interview with four mathematics teachers, including two head teachers. Observation was carried out in the mathematics teachers‘ classes, and a focus group was formed with ten students from different ethnic backgrounds. I used data analysis procedures by Braun & Clarke (2006). At first I comprehended the data and generated initial codes. Then I extended and reviewed it with a side-by-side definition and development of the theme. At last I finalised the report on those themes. It was concluded that mathematics teachers are practising teacher-centred teaching methods with less collaborative teaching-learning activities. Moreover, from the administrative side, they employ poor or insufficient motivation and support for inclusive practices in mathematics classrooms. Similarly, there are other challenges like discrimination among students, time allocation for course completion, insufficient teacher training, teachers with minimum and lower-level academic degrees, irregularity of students in class, migration, and dropout. However, alternative strategic adaptations like student-centred teaching methods, students‘ motivation, appropriate teaching materials, a logical teacher-student ratio, trained teachers, necessary physical facilities, and supports have vi

been practised to overcome challenges faced by teachers and students in an inclusive mathematics classroom.