Browsing by Author "Maksutkan U."

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    METHODOLOGY OF INCLUSIVE MATHEMATICS TEACHING FOR GRADE 5–6 STUDENTS (FOR CHILDREN WITH VISUAL AND HEARING IMPAIRMENTS)
    (SDU University, 2026) Maksutkan U.
    This thesis develops and experimentally justifies a methodology for inclusive mathematics teaching for Grade 5–6 students with visual and hearing impairments. The purpose of the study is to make lower secondary mathematics accessible without reducing the academic level of the curriculum. The study addresses the question of how mathematical content can be taught through adapted forms of perception, representation, communication, guided practice, assessment, and response. The research hypothesis is that the use of tactile, visual, written, oral, step-by-step, and practical forms of teaching improves students’ access to mathematical content, engagement, and individual learning progress. The theoretical framework is based on the concept of inclusive mathematics teaching as a subject-methodological system in which mathematical content is preserved while the routes of access and expression are adapted to learners’ sensory and communicative needs. The research methods included theoretical analysis, analysis of educational documents and Grade 5–6 mathematics content, modelling, a small-scale case-based pedagogical experiment, pre-test and post-test comparison, observation, qualitative analysis, and descriptive quantitative analysis. The findings showed positive dynamics in students’ mathematical achievement, accessibility to learning materials, engagement, and ability to demonstrate understanding through adapted response formats. The study also showed that errors decreased when mathematical tasks were presented through accessible routes. The practical significance of the study lies in providing adapted tasks, teaching methods, observation tools, and assessment procedures that can support mathematics teachers in planning inclusive lessons for students with visual and hearing impairments.