DOI: 10.19126/suje.1859763 ISSN: 2146-7455

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

Tuğba Kılcan
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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.

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