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The way Inclusion Unit teachers work in Greece does not depend only on their informed decisions about students’ needs but on structural and organizational issues as well. The aim of this study was to explore how Inclusion Unit teachers organize students’ groups during mathematics teaching. We tried to identify which students are taught mathematics in Inclusion Units, what are taught and how. Twenty teachers who worked at twenty Inclusion Units from different socio-economic areas of a big city in northern Greece were interviewed using semi structured open ended questions. The qualitative analysis revealed that students’ needs as well as teacher’s time and organizational issues were important factors that influenced mathematics teaching. The findings of this study highlight the need for school changes and reforms.
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In-Text Citation: (Boutskou, 2014)
To Cite this Article: Boutskou, E. (2014). Teaching mathematics in Inclusion Units of primary schools in Greece: Educational perspectives. Multilingual Academic Journal of Education and Social Sciences, 2(1), 58–69.
Copyright: © 2014 The Author(s)
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