Understanding Students’ Learning Processes in an Inclusive Mathematics Classroom: A Metacognition-Based Instructional Approach

The study aims to develop an in-depth understanding of how metacognitive processes, mathematical knowledge construction and use, collaborative learning processes, and technology use unfold and are shaped in the experiences of a student with a Special Educational Needs profile and their peer group during the implementation of the USPİDMAT instructional approach in an inclusive mathematics classroom. In the study, metacognition-based instruction was conducted in a classroom in western Turkey with 22 students, one of whom had an intellectual disability. Using a case study model, interviews were conducted with nine students in this classroom, and the worksheets from the implementation process were examined. The data of the study were analyzed using thematic analysis. The findings indicate that, within the context of metacognition-based instruction, students were aware of their learning objectives prior to engaging in learning activities and established meaningful connections between mathematics and daily life.