Abstract

This study examines how Norwegian primary and lower-secondary teachers adapt mathematics instruction for pupils with learning difficulties. Drawing on qualitative interviews with seven teachers from diverse school contexts, it explores instructional strategies, decision-making, and the perceived impact of pedagogical adaptations. The findings are organised using Molbaek’s inclusive teaching framework, comprising four dimensions: relational, didactic, organisational, and framing. Teachers emphasised the importance of emotional safety, structure, and positive teacher–pupil relationships in supporting struggling learners. Common strategies included differentiated instruction, formative assessment, and digital tools to enhance engagement and conceptual understanding. Despite their efforts, teachers reported encountering systemic constraints such as limited time, inadequate staffing, and lack of specialist resources. The study highlights the role of teacher agency, professional judgement, and classroom culture in fostering inclusive mathematics education. It calls for stronger institutional support and targeted professional development to ensure meaningful participation for all pupils, particularly those with mathematics learning difficulties.

Keywords

References

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