Investigation of Classroom Teachers' Technological Pedagogical Content Knowledge in the Context of Mathematics Teaching for Inclusive Students

Volume 5 Issue 4 (December2023)
Emrah Bilgiç Emine Nur Ünveren Bilgiç
Pages: 406-417 Download Count : 123 View Count: 183 DOI Number 10.55236/tuara.1386021 Facebook Share on Google+ Save to Zotero Save to Mendeley


Mathematics teaching has a special place in implementing successful inclusion practices (SIP) for students with special needs (SWD). However, while teaching mathematics skills to SWD, various learning problems are experienced for different reasons, and inclusion cannot be fully achieved. In order to eliminate or minimize this problem situation, effective mathematics teaching should be carried out. In order to achieve this goal, it is essential to make adaptations to SWD by using technological pedagogical content knowledge (TPACK) in mathematics teaching. Based on this importance, the study aims to examine the TPACK of classroom teachers regarding their implementation of SIP in teaching mathematics to SWD. The research has a qualitative research paradigm. In this context, the research model was determined as a multiple-case study. The study participants consisted of eight classroom teachers determined by the criterion sampling method. The "Semi-structured Interview Form" developed by the researchers was used as a data collection tool. In this context, the answers given by the participants to the interview questions were subjected to descriptive analysis within the framework of themes, sub-themes, and standard codes created by the researchers. As a result of the analysis, it was concluded that the classroom teachers' competencies in technology and content knowledge (mathematics and special education) varied. There are some positive aspects (advantages) and negative aspects (disadvantages) of using technology in both general education and mathematics education. They include the use of technology in different aspects of the presentation and evaluation processes of mathematics teaching within the scope of SIP, and they also need additional services such as developing TPACK competencies in the mathematics teaching process providing devices, infrastructure, facilities, and training for this purpose. The findings obtained from the study were discussed within the literature framework, and limitations and suggestions for further research were stated


  • Students with special needs
  • successful inclusion practices
  • technological pedagogical content knowledge
  • and effective mathematics teaching adaptations
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