Özet:

This study was aimed to examine primary teachers’ proficiencies on inclusion and teaching mathematics to inclusive students within the scope of some variables. Survey design was adopted in the research. The study group consists of 324 primary teachers. The data were collected through the Teacher Efficacy for Inclusion Scale and Teaching Mathematics in Inclusive Settings Scale. The Mann-Whitney U test, and the Kruskal-Wallis H test was used. As a result of the current study, it was determined that female teachers have more proficiencies on maths teaching in inclusion in terms of the gender variable. It was determined that primary teachers with a master's degree have more proficiencies in terms of proficiencies on inclusion and mathematics teaching in inclusion. It was determined that primary teachers who has fewer inclusive students in their class has higher proficiencies on inclusion and maths teaching in inclusion. It was determined that more experienced primary teachers have higher proficiencies on inclusion and maths teaching in inclusion. It was determined that the inclusion proficiencies of primary teachers teaching in the second, third and fourth grades and the proficiencies of teaching mathematics in inclusion were higher than those teaching in the first grade. It was determined that proficiencies of primary teachers who teach in less crowded classrooms on inclusion and maths teaching in inclusion.

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