Pedagogical components in the inclusion of students with mathematical learning difficulties in mathematics classes

ABSTRACT

This study examined the pedagogical components involved in the inclusion of students with mathematical learning difficulties (SMLD) in primary schools in Saudi Arabia as perceived by teachers and educational supervisors. A qualitative method was used to gather information from 22 mathematics teachers and six educational supervisors about their opinions, practices, and experiences. Data were collected through semi-structured interviews, focus group discussions, and documents, and then analyzed using thematic analysis. The findings revealed three levels of pedagogical components that impact inclusion: systemic and structural components (such as readiness for inclusion and educational programs), teacher-related components (such as mastery of instructional practices and teacher preparedness), and student-related components (such as learned helplessness and learning tendencies). These findings stress the importance of considering the learning environment and developing effective strategies to support the inclusion of SMLD.

KEYWORDS:

• Mathematical learning difficulties
• inclusion
• pedagogy
• strategies
• qualitative research

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Data available on request from the authors.

Additional information

Funding

This work was supported by Deanship of Scientific Research, King Faisal University: [Grant Number 187007].

Notes on contributors

Fahad Ahmed Alnaim

Fahad Ahmed Alnaim is an assistant professor and director of the Measurement and Evaluation Center in the Special Education Department in King Faisal University, Kingdom of Saudi Arabia. His research interests include learning disabilities.

Halis Sakız

Halis Sakiz is an associate professor of educational psychology in the Department of Educational Sciences, Mardin Artuklu University, Turkey; and a visiting professor at Gerald H. Read Center for International and Intercultural Education, Kent State University, Ohio, United States. His research interests include school psychology, inclusive education and counseling psychology.