Tensions in teachers’ attempts to apply inclusive mathematics education for students with diverse learning needs
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10 juillet 2023
- handle: 10670/1.xhkdhl
- isbn: 978-963-7031-04-5
- hal: hal-04409477
info:eu-repo/semantics/OpenAccess
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Maria Vasilopoulou et al., « Tensions in teachers’ attempts to apply inclusive mathematics education for students with diverse learning needs », HAL-SHS : sciences de l'éducation, ID : 10670/1.xhkdhl
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Résumé
This study explores tensions secondary mathematics teachers’ experience as they simultaneously try to create inclusive mathematics settings for students with diverse learning needs (i.e., students who are struggling and those who are competent in mathematics.) Our data comes from five group discussions with eight in-service mathematics teachers. We view tensions from an activity theory perspective. The findings indicate that participants’ tensions are related to the selection of proper tools (tasks, prompts), personal rules (teachers’ perceptions and attitudes), and communal rules imposed by the Greek educational system.