Teachers' Self-reported Teaching Practices in Inclusive Mathematics Classrooms-An Interview Study

Within the model of content-related expertise, we characterize how teachers realize inclusive education in mathematics classrooms by the teaching practices they enact to master typical didactical jobs: (1 )identify potential demands and notice students' abilities, (2) differentiate priorities, e.g. learning goals with respect to identified ability and compensate limited abilities by scaffolding, (3) enhance targeted learning goal with respect to ability, and (4) orchestrate joint learning. The qualitative interview study investigates teachers' self-reported practices with respect to the underlying inclusive orientations and categories for perception and thinking. 17 teachers were interviewed, they describe and reflect their practices within the same teaching unit on percentages in Grade 7. The qualitative analysis identifies five recurring leading categories: social participation, occupation, task propensity, content participation and adaptive learning progressions; teachers change between the five. The analysis shows how the leading categories are expressed in the different jobs and practices.