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Adaptive Teaching: A focus on maths
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Authors
Editors
Date
2025
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This lesson study case was conducted in a mainstream primary school to explore adaptive teaching strategies in mathematics for learners with Special Educational Needs and Disabilities (SEND). The study focused on supporting problem-solving through inclusive approaches tailored to individual needs.
Aims: The research aimed to investigate how adaptive teaching - such as visual aids, strategic pupil pairings, targeted questioning and use of manipulatives - could improve engagement, confidence and independence in maths problem-solving for pupils with SEND.
Methods: The research employs a case study approach within a lesson study framework, where educators systematically plan, observe, and refine their instructional practices. The study collects qualitative data through classroom observations, teacher reflections, and student feedback concerning the use of various adaptive teaching strategies over a designated timeframe.
Findings: The findings reveal that the most effective factors supporting student success included the use of visual aids and pairing students with supportive partners. Visual aids made complex information more accessible, while the presence of a supportive peer fostered deeper engagement and helped build the child's confidence in problem-solving. Formative assessment by the teacher was also critical for tailoring questions to enhance student understanding during lessons.
Implications: Other educators may learn the importance of integrating visual aids and strategic peer partnerships in their own teaching practices to promote inclusion in mathematics. The study highlights the need for structured group work routines that encourage active participation and independence among students. It also suggests that breaking down tasks into manageable segments can facilitate student autonomy and reduce reliance on direct teacher intervention, thereby fostering a more inclusive classroom environment.
Description
Keywords (free text)
inclusion-special educational needs and disabilities (SEND), adaptive teaching, mathematics, formative assessment, visual aids, group work