The research aims to develop a scale for assessing primary school teachers' perceptions towards the implementation of inclusive mathematics education. The research employed a scale development study utilising quantitative research methods. The study group comprised 300 teachers working in Ankara, Turkey. Following the experts' opinions and the necessary piloting procedures. The CFA (Confirmatory factor analysis) determined that the fit indices stayed within acceptable limits (CFI = 0.95, TLI = 0.94, SRMR = 0.06, RMSEA = 0.08). In addition, the average variance extracted (AVE) index was calculated as 0.65 for the convergence validity. The reliability of the scale was determined to be quite high. (ω =0.95, CR = 0.95). The result of this study demonstrated that a valid and reliable scale was developed to determine primary school teachers' perceptions of inclusive mathematics education. Furthermore, it facilitated the enhancement of educational policies and teacher development programmes by establishing the primary school teachers' perceptions regarding this approach through the utilisation of this scale.
Ali Mazı (Sun,) studied this question.