Rethinking mathematics: impact of manipulative methods and inclusive teacher training

Abstract

This study explores the impact of an inclusive educational program on mathematics performance and attitudes among students with and without specific learning difficulties (SLD). The intervention was grounded in the principles of Universal Design for Learning (UDL), multilevel instruction, and the use of manipulative materials, aiming to address classroom diversity. The findings indicate that while students without SLD achieved higher scores on academic assessments, those with SLD demonstrated greater improvements in their perceived mathematical competence and motivation. Moreover, the study highlights the importance of teacher training in diversity and the use of active methodologies, which were linked to more effective and inclusive instructional practices. These strategies supported the academic progress of all students, fostering inclusive education environments. The research emphasizes that inclusive pedagogical approaches not only enhance student performance but also encourage positive learning attitudes and help create a more equitable educational system.