An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study

Tuğba Kılcan

doi:10.19126/suje.1859763

An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study

Abstract

This research explores the meaning of teaching mathematics in the context of inclusion, based on lived experiences. Conducted in accordance with the phenomenological design within qualitative research methods, this study reveals how middle school mathematics teachers make sense of their experiences in delivering lessons for inclusion activities. Criterion sampling was used to determine the study group. The data were obtained through semi-structured interviews consisting of open-ended questions. In the data analysis, the steps of ‘bracketing’, ‘phenomenological reduction’, ‘imaginative variation’, and ‘synthesis of meanings and essences’ were followed. The results indicate a structure consisting of two main components: ‘struggling with difficulties’ and ‘managing a special and meaningful process’. Participants who described their experience teaching mathematics to inclusive education students as a struggle, found it difficult to break down the students’ preconceived notions about mathematics. They also had to adapt to each student’s level, which often led to time constraints. However, despite these challenges, participants viewed teaching inclusive education students as a special and meaningful experience, as it provided valuable insights and benefited the students. The study’s findings are significant in revealing the meaning and essence of experiences in teaching mathematics to inclusive students. In this context, the study offers a conceptual contribution to the literature on how inclusive education entails a special and meaningful process, along with its challenges. Based on these results, it is suggested that further studies focusing on different stakeholders in inclusive mathematics education should be conducted.

Keywords

Ethical Statement

The study was approved (29.04.2025 - 07 - 2025-803) by the Gazi University Ethics Committee. Informed consent forms were collected from all participants.

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Details

Primary Language

English

Subjects

Primary Education

Journal Section

Research Article

Authors

Tuğba Kılcan ^*
0000-0002-7154-6399
Türkiye

Early Pub Date

August 5, 2026

Publication Date

August 10, 2026

Submission Date

January 9, 2026

Acceptance Date

July 26, 2026

Published in Issue

Year 2026 Volume: 16 Number: 2

DOI

https://doi.org/10.19126/suje.1859763

IZ

https://izlik.org/JA77DR32KA

Cite

RIS / Bibtex

APA

Kılcan, T. (2026). An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study. Sakarya University Journal of Education, 16(2), 265-279. https://doi.org/10.19126/suje.1859763

AMA

1.Kılcan T. An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study. SUJE. 2026;16(2):265-279. doi:10.19126/suje.1859763

Chicago

Kılcan, Tuğba. 2026. “An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study”. Sakarya University Journal of Education 16 (2): 265-79. https://doi.org/10.19126/suje.1859763.

EndNote

Kılcan T (August 1, 2026) An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study. Sakarya University Journal of Education 16 2 265–279.

IEEE

[1]T. Kılcan, “An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study”, SUJE, vol. 16, no. 2, pp. 265–279, Aug. 2026, doi: 10.19126/suje.1859763.

ISNAD

Kılcan, Tuğba. “An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study”. Sakarya University Journal of Education 16/2 (August 1, 2026): 265-279. https://doi.org/10.19126/suje.1859763.

JAMA

1.Kılcan T. An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study. SUJE. 2026;16:265–279.

MLA

Kılcan, Tuğba. “An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study”. Sakarya University Journal of Education, vol. 16, no. 2, Aug. 2026, pp. 265-79, doi:10.19126/suje.1859763.

Vancouver

1.Tuğba Kılcan. An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study. SUJE. 2026 Aug. 1;16(2):265-79. doi:10.19126/suje.1859763