Exploring the Relationship between Mathematics Pedagogy and Inclusive Education among Elementary Teachers: A Correlational Study

Abstract

Despite its essential role in daily life, students often struggle with mathematics, revealing a disconnect between its significance and their proficiency. This study examined the demographic profile, pedagogical skills, and inclusivity practices among elementary mathematics teachers in public institutions, based on 150 respondents, this quantitative descriptive-correlational study utilized mean and Spearman’s rank correlation analysis in analyzing the data. The results showed that the majority of participants are female and in mid-career, with having over 15 years of teaching experience. Teachers demonstrate strong mathematical pedagogy suggesting effective mathematics instruction. Inclusive practices show a moderate, with challenges in adapting teaching strategies for diverse student needs, particularly reflected in the lower score for the student variable. Peer and administrative support scored high, indicating a supportive environment for promoting. The findings also reveals that there is a moderate positive relationship between mathematical pedagogy and inclusive education, suggesting that effective pedagogy enhances inclusivity. These findings call for targeted collaboration to foster more inclusive learning environments and the need for ongoing professional development to maintain this high competence level.