Inclusive Pedagogical Content Knowledge of Mathematics Teachers: Learning Disabilities vs. Hearing Impairments

Autor/inn/en	Güven, Dilsad; Gürefe, Nejla; Arikan, Ahmet
Titel	Inclusive Pedagogical Content Knowledge of Mathematics Teachers: Learning Disabilities vs. Hearing Impairments
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 1, S.15-32 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.2011155
Schlagwörter	Inclusion; Pedagogical Content Knowledge; Mathematics Teachers; Learning Disabilities; Hearing Impairments; Students with Disabilities; Teaching Methods; Foreign Countries; Mathematical Concepts; Mathematics Instruction; Learning Activities; Student Needs; Teacher Competencies; Concept Formation; Turkey + Suchen Sie Ihr Suchwort? Inklusion; Pädagogische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Learning handicap; Lernbehinderung; Hearing impairment; Hörbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mathematics lessons; Mathematikunterricht; Lernaktivität; Lehrkunst; Concept learning; Begriffsbildung; Türkei
Abstract	This study aims at investigating inclusive pedagogical content knowledge (IPCK) of mathematics teachers who teaches in inclusive classes including learning disabilities (LD) students or hearing impairments (HI) students in the context of angle concept. The study is a cross-case study which facilitates the comparison as one of the multiple case designs. The participants of the study are six Turkish mathematics teachers, three of them have experience of teaching to students with LD, and three of them students with HI. The data of the study is collected via semi-structured clinical interviews, and analysed using cross-case analysis. According to the findings of the study that examines the IPCK of teachers regarding the concept of angle, it can be said that teachers' definitions of angle and their teaching strategies are insufficient. Additionally, it was found that HI teachers used much more multiple presentation such as speaking, writing, drawing shapes, and gestures than LD teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01