Knowledge of Mathematics teachers on the road to inclusive education

Abstract

Objective: Contribute to the understanding of inclusive education at the level of knowledge of mathematics teachers that enable or limit its applicability in school contexts, considering that in diverse school settings, mastery of mathematical content is not enough, but also requires an understanding of how students learn mathematics, the use of effective pedagogical strategies, and the ability to adapt lessons according to the specific needs of students. And in this complex interaction, the teachers' knowledge system plays a crucial role. Teaching knowledge and discourse play a fundamental role because they are directly related to the learning and academic achievements of students, enhancing motivation and strengthening the prerequisites necessary for training. 

Materials and methods: The research was based on the interpretive-hermeneutic paradigm and the descriptive-level qualitative approach. A double method was used that complements each other according to the interests of the researchers. On the one hand, the case study is characterized by delving into specific cases, allowing a holistic understanding of complex situations in their natural context, and on the other, discourse analysis, which aims to reveal the meanings and meanings of oral texts and writings. Three mathematics teachers from a public educational institution in Medellín (Colombia) participated in a voluntary and informed manner, to whom a semi-structured interview protocol consisting of 23 questions was applied considering four dimensions of analysis within the framework of inclusive education: pedagogical, curricular, experiential, and disciplinary knowledge. The data were analyzed through a coding and categorization process, based on units of analysis    ?in vivo texts? relevant to the object of study. This coding was done at three levels following with the methodological guidelines of grounded theory: open coding, axial coding, and selective coding. With the data obtained, semantic networks were created, that is, relational meaning schemes that allow explaining the reality under study. 

Results: Five inductive categories represented in semantic networks were identified, which brought together 172 recurrences and 132 relationships between codes —densities—, related to different types of teaching knowledge within the framework of the discipline of mathematics and inclusive education. Each category is fed by a set of axial codes, 14 in total, which can be interpreted as large thematic lines that largely describe each type of teaching knowledge studied. In addition to the knowledge considered a priori —pedagogical, disciplinary, curricular, and experiential and contextual—, another type of relevant knowledge was identified: contextual knowledge. For participating teachers, properly interpreting the context in which teaching takes place is essential to adapt and personalize inclusion strategies. This knowledge encompasses a deep understanding of the specific characteristics and dynamics of each classroom, as well as the school environment as a whole with cultural dynamics, life experiences, and individual needs. This knowledge allows teachers to create environments in which differences are valued and made visible, which can only occur if external factors are considered, such as available resources, educational policies, and the expectations of the school community. This contextual knowledge is manifested in the teachers' ability to adapt their pedagogical approaches and teaching strategies according to the specific circumstances of their environment. It involves being attuned to the changing realities of teaching-learning environments at the school community and making informed decisions based on that knowledge. Even so, from a broad perspective, it is observed that teachers base their teaching practices on limited and reductionist knowledge, which prevents them from challenging the pre-established barriers and approaches that support their inclusive educational practice. Indeed, although their knowledge has been forged over the years through direct experience in educational spaces and interaction with diverse students, that is, informal and practical knowledge, rooted in empirical observation and intuition pedagogically, the need to complement this comprehensive structure with a solid theoretical and scientific base is evident. The theoretical foundation can provide a conceptual framework that deepens the understanding of the processes underlying inclusive education, allowing for more informed and strategic decision-making. In this sense, based on the findings of this study, the integration of research and theory in the teaching practice of inclusive education is advocated to further enrich and strengthen the commitment of teachers. Inclusive education requires a more flexible and diversified pedagogical approach, where teachers not only master their discipline but also develop solid pedagogical competencies and a deep understanding of the needs of their students. This involves moving beyond the passive transmission of knowledge and adopting more interactive and student-centered pedagogical approaches. To overcome this challenge, mathematics teachers must recognize the importance of combining their disciplinary knowledge with solid training in inclusive pedagogy. It also involves learning to differentiate instruction, adapt teaching strategies, and use resources that make mathematics accessible and meaningful to all students, regardless of their skills and abilities. 

Conclusions: Teachers must reflect on their knowledge within the framework of recognition of diversity; that is, starting from their own experiences, contexts, and stories to favor how students can approach the discipline and learn, beyond having a precise understanding of the normative implications that inclusive education entails and how to guarantee their compliance. This encompasses not only a commitment to its theoretical epistemological understanding but also the application of didactic, practical, and diversified knowledge in the teaching of mathematics, assumed from the will as a value and as a principle in the practice of teaching. Now, it should be highlighted that the social responsibility of mathematics teachers in the context of inclusive education is of vital importance because, throughout history, mathematics has been a field of knowledge that, at times, has marginalized specific groups of people, such as those with disabilities, ethnic minorities, or non-hegemonic gender identities. Therefore, it is up to the teacher to commit to building an inclusive mathematics educational environment, where the diversity of students is recognized and celebrated. This implies guaranteeing that all students have equal opportunities to participate as part of an assumption of social responsibility that guides the profession because from there it contributes to making a more equitable and fair society.