What question did this study set out to answer?

This research aims to explore the experiences of secondary school mathematics teachers in teaching inclusive education students.

An Examination of Secondary School Mathematics Teachers’ Experiences in Teaching Mathematics to Inclusive Education Students: A Phenomenological Study

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Phenomenological study reveals the challenges and meaningful insights of teaching inclusive mathematics education.

This research aims to explore the experiences of secondary school mathematics teachers in teaching inclusive education students.
Phenomenological design within qualitative research methods
Criterion sampling for determining the study group
Data obtained through semi-structured interviews with open-ended questions
Teachers reported difficulties in changing students' preconceived notions about mathematics
Adapting lessons to various student levels often resulted in time constraints
Despite challenges, teachers found the experience meaningful and beneficial for students

Tuğba KILCAN (2026) studied this question.

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