Abstract:

The present study is part of an educational action research where the first author is the teacher-researcher and the next two authors (coupled with one more researcher) are the critical friends. The aim of the study is twofold: to investigate the factors that influence decision-making of the teacher-researcher about mathematics instruction for three students with intellectual disability, and to identify the prerequisites that allow her decisions to alter. The awareness of the conditions under which teachers make decisions could allow changes to occur, in the ways that access to mathematics instruction for students with intellectual disabilities is implemented. Based on data gathered mostly through the use of participant observation and a self-reflective research journal written by the teacher-researcher, we shed light on the factors that influence her decisions and teaching practices. Among these factors are her personal belief system about mathematics, her previous experience, the students’ profiles, the setting, the school culture, and the national education policy. We argue that critical self-reflection of the teacher-researcher and sense of social justice combined with interaction with the critical friends, appeared to be the necessary elements for decisions to alter.

Keywords:

Educational action research, mathematics teaching, decision-making, students with intellectual disability.