Maths Textbooks and Inclusive Practices in the Teaching of Maths in the Senior Classes of Primary Schools in Ireland.

This article reports the fndings from a small-scale study that sought the opinions of both class teachers (CTs) and special education teachers (SETs) on the use of maths textbooks as a teaching tool in 4th, 5th and 6th classes in Irish primary schools, and what inclusive practices are being used by teachers to support pupils with learning diffculties in maths. The majority of teachers in the study agreed with the use of the textbook for teaching maths in the senior classes of primary school and viewed it as an important tool infuencing planning, teaching methods and teaching practices.The study drew attention to how textbooks can focus teachers and pupils on achieving accuracy rather than focusing on the process of maths and can greatly infuence teachers in adopting a traditional teacher-led approach to teaching maths. Also, despite good intentions exclusive rather than inclusive practices are being used by most teachers in the study to support pupils with maths. Emerging from the fndings is the need for textbook analysis and teacher professional development (PD) in order to change and improve the mindset, approaches and teaching of maths for all pupils. [ABSTRACT FROM AUTHOR]