Teaching strategies used by mathematics teachers for learners with learning difficulties

Abstract

In this paper, we report on an investigation regarding teaching strategies used by mathematics teachers and their thoughts in facilitating learning for learners with difficulties in learning mathematics. This study adopted an observational approach and open-ended post observation questionnaires with four primary school teachers. The results revealed that from all five teaching strategies, all teachers tend to use scaffolding and argued that they prefer explicit instruction. Those that attempted to use problem-solving strategy always guided learners. It was also found that teachers with special needs training used concrete objects when introducing lessons. The results also reveal that experienced teachers and those with special needs training used most of the teaching strategies successfully. Our conclusion is that all mathematics teachers (at special schools and mainstream schools) who teach learners with special educational needs (LSEN) must be well trained in the area for special needs education including the use of all teaching strategies before introducing inclusive schools.