INVESTIGATION of CLASSROOM TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE in THE CONTEXT of MATHEMATICS TEACHING for INCLUSIVE STUDENTS

Year 2023, Volume: 5 Issue: 4, 406 - 417, 29.12.2023

Emrah Bilgiç , Emine Nur Ünveren Bilgiç

https://doi.org/10.55236/tuara.1386021

Abstract

Mathematics teaching has a special place in the process of implementing successful inclusion practices (SIP) for students with special needs (SWD). However, during the process of teaching mathematics skills to SWD, various learning problems are experienced for different reasons, and inclusion cannot be fully achieved. In order to eliminate or minimize this problem situation, effective mathematics teaching should be carried out. In order to achieve this goal, it is very important to make adaptations to SWD by using technological pedagogical content knowledge (TPACK) in mathematics teaching. Based on this importance, the aim of the study is to examine the TPACK of classroom teachers regarding their implementation of SIP in the process of teaching mathematics to SWD. The research has a qualitative research paradigm. In this context, the research model was determined as a multiple-case study. The participants of the study consisted of eight classroom teachers determined by criterion sampling method. The "Semi-structured Interview Form" developed by the researchers was used as a data collection tool. In this context, the answers given by the participants to the interview questions were subjected to descriptive analysis within the framework of themes, sub-themes, and common codes created by the researchers. As a result of the analysis, it was concluded that the classroom teachers' competencies in technology and content knowledge (mathematics and special education) varied. There are some positive aspects (advantages) and negative aspects (disadvantages) of using technology in both general education and mathematics education, they include the use of technology in different aspects of the presentation and evaluation processes of mathematics teaching within the scope of SIP, and they also need additional services such as developing TPACK competencies in the mathematics teaching process, providing devices, infrastructure facilities and training for this purpose. The findings obtained from the study were discussed within the framework of the literature, and limitations and suggestions for further research were stated.

Keywords

Students with special needs, successful inclusion practices, mathematics teaching, technological pedagogical content knowledge, effective teaching adaptations

References

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