Teacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses

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dc.contributor.authorFiliz, Tunahan
dc.date.accessioned2026-02-28T12:42:57Z
dc.date.available2026-02-28T12:42:57Z
dc.date.issued2023
dc.departmentBayburt Üniversitesi
dc.description.abstractThis 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.
dc.description.abstractThis 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.
dc.identifier.doi10.55236/tuara.1353213
dc.identifier.endpage269
dc.identifier.issn2717-9133
dc.identifier.issue3
dc.identifier.startpage254
dc.identifier.urihttps://doi.org/10.55236/tuara.1353213
dc.identifier.urihttps://hdl.handle.net/20.500.12403/7814
dc.identifier.volume5
dc.language.isoen
dc.publisherNecmettin Erbakan University
dc.relation.ispartofThe Universal Academic Research Journal
dc.relation.ispartofThe Universal Academic Research Journal
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20260218
dc.subjectCurriculum Evaluation in Education
dc.subjectEğitimde Program Değerlendirme
dc.subjectOther Fields of Education (Other)
dc.subjectAlan Eğitimleri (Diğer)
dc.titleTeacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses
dc.title.alternativeTeacher Opinions on the Process of Preparing, Implementing, and Evaluation of an Individualized Education Program for Primary School Mathematics Courses
dc.typeArticle

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