Collaboration in inclusive mathematics settings from the point of view of German primary school and special education teachers
Résumé
Inclusive mathematics settings need beneficial environments for all students by using differentiated instruction with joint whole-class experiences and individual support. To cope with these requirements, the collaboration of regular school and special education teachers is essential. However, research is needed on how multi-professional teams' collaboration in inclusive mathematics education can be fruitfully implemented. But before considering such an implementation, the current status must be clarified, which is aimed in the qualitative study presented in this paper. The focus is on the current subject-specific roles and tasks of the teachers working in inclusive mathematics settings at primary schools.
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