Inclusive mathematics classroom practices: An interpretive inquiry
Date
2023
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Mathematics Education
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
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been practised to overcome challenges faced by teachers and students in an inclusive
mathematics classroom.
Description
Keywords
Mathematics classroom, Interpretive inquiry