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Middle school mathematics teachers’ perceptions of inclusion and their use of teaching strategies in basic arithmetical operations and problems

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2019
Gülden, Berna
The aim of this study is to examine the perceptions of middle school mathematics teachers about inclusion and their teaching strategies in basic arithmetical operations and problems. In addition, the other purpose is to investigate opinions of middle school mathematics teachers about touch point, concrete-representational-abstract (CRA) and virtual-representational-abstract (VRA) strategies. The study was carried out in the 2018-2019 academic year in a middle school in Küçükçekmece, Istanbul with six mathematics teachers. The study is a qualitative study, which was conducted in the form of interviews. As a data collection tool, “Semi-Structured Interview Form” developed by the researcher was applied. Three different interviews were conducted with each participant. It was revealed that factors that affect perception of teachers were experience, training and school conditions. Moreover, It was found out that supportive education service was helpful for teachers to support students with disabilities in terms of implementing different curricula. Furthermore, it was noticed that the participants used direct teaching method and question-answer technique in instructing four basic arithmetical operations and problems, but there were changes in the preferred strategies and use of concrete manipulative. It was found that a few participants used concrete materials while teaching four arithmetical operations and problems. In addition, it was observed that all participants used worksheets as a material, and they led students with MLD to solve lots of problems. Therefore, it was inferred that although some participants put emphasis on conceptual understanding to a certain extent, they usually emphasized procedural understanding.