Developing differentiated algebra worksheets for inclusive classroom
Résumé
Inclusive education demands teachers to use differentiated materials in order to support all students in the classroom. Difficulties in mathematics can escalate on ISCED 2 level due to the abstract nature of algebra. This study focuses on the development process of differentiated worksheets on the topic of polynomials and was aimed to find out which design factors support or hinder students’ learning. A design-based research method was followed. Six special education teachers tested the worksheets with 19 students. The results show that in the teachers’ opinion students’ learning of polynomials is best supported with step-by-step difficulty increase, and with visual cues. The teachers also pointed out that there is a risk of oversimplifying the tasks and overusing visual cues, which can hinder students’ learning. The results and examples from developed worksheets can be a guide for teachers or researchers for future development and research of learning materials in inclusive classroom.
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