小学数学课程,个性化教育方案,课堂教师,监测与评价

Tunahan FİLİZ
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引用次数: 0

摘要

本研究旨在探讨具有包容性学生的课堂教师对数学课堂IEP的准备、实施和评价的看法。本研究采用定性研究方法之一的案例研究法进行设计。本研究的参与组由22名任课教师组成,他们的课堂上有包容性的学生。研究数据是在2022-2023学年下学期通过半结构化访谈形式面对面收集的。采用内容分析法对收集到的资料进行分析。根据内容分析的结果,将获得的数据按照数学课堂中IEP准备、实施和评价的主题进行组织和解释。研究结果表明,课堂教师在数学课程实施IEP的过程中,无法找到合适的、充足的材料,也无法得到专家的支持。此外,课堂教师在监测和评估数学的IEP方面存在不足,并且使用了非标准的测量和评估工具。可以说,IEP的准备、实施和评价过程是否提高了学生的数学成绩,还需要实验研究来评估。
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Primary school mathematics course, individualized education program, classroom teachers, monitoring and evaluation
This study is aimed to explore the views of classroom teachers who have inclusive students in their classrooms on IEP preparation, implementation and evaluation in mathematics lessons. The research was designed with the case study method, one of the qualitative research methods. The participant group of the study consisted of 22 classroom teachers with inclusive students in their classrooms. The research data were collected face-to-face in the second semester of the 2022-2023 academic year through a semi-structured interview form. The content analysis method was used to analyze the collected data. As a result of the content analysis, the data obtained were organized and interpreted under the themes of IEP preparation, implementation, and evaluation in mathematics lessons. As a result of the research, it was determined that classroom teachers could not find appropriate and sufficient materials and could not get expert support in the process of IEP implementation in mathematics courses. In addition, it was found that classroom teachers were inadequate in monitoring and evaluating the IEP in mathematics and used non-standard measurement and evaluation tools. It can be said that experimental studies are needed to assess whether or not the IEP preparation, implementation, and evaluation process improves students' achievement in mathematics.
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