Browsing by Subject "Mathematics teachers"
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Item Open Access An investigation into high school mathematics teachers and inclusive education for students with visual impairments(Sage Publications, Inc., 2023-05-16) Baykaldı, Gamze; Çorlu, M. S.; Yabaş, D.Inclusive education strives to support all students, regardless of their differences, so no child is left behind. However, some teachers, especially those in high schools, may oppose inclusive education. This study aimed to examine the experiences and actions of high school mathematics teachers as they taught students with visual impairments to understand the challenges they faced and how these affected their willingness to embrace the inclusion of these students. Researchers conducted semi-structured interviews with eight mathematics teachers experienced in teaching students with visual impairments. The findings were organized into five themes: mathematics teaching practices, curriculum, material preparation, assessment practices, and beliefs about inclusive education and students with visual impairments. The results revealed that while mathematics teachers were conscious of not being adequately equipped to implement inclusive education, those with strong teaching efficacy beliefs were more inclined to teach rigorous mathematics to students with visual impairments.Item Open Access How special are teachers of specialized schools? assessing self-confidence levels in the technology domain(Eurasia Publishing House, 2016) Çatma, Z.; Corlu, M. S.This study investigates whether specialized high school mathematics teachers, chosen to educate selected students, are mentally ready to integrate Fatih project technologies into their teaching. Forty mathematics teachers from randomly selected specialized and general high schools in Ankara responded to a survey comprising 31 items grouped under four measures of self-confidence in the technology domain. An independent t-test revealed no statistically significant difference between specialized and general high school teachers' self-confidence levels. We conclude that technological pedagogical content knowledge should be an essential criterion for selecting specialized school teachers, who educate the country's future innovators.