Numerical Literacy and Math Self-Concept of Children with Special Needs in Inclusive Elementary Schools

Abstract

Numerical literacy is the knowledge and skill to use various numbers and basic mathematical symbols to solve life problems. Math self-concept is a student's assessment of their skills, abilities, enjoyment, and interest in mathematics. Both are essential elements that significantly affect the adjustment of one's knowledge and skills development. Children with special needs in inclusive elementary schools had not been facilitated by learning that accommodated literacy and math self-concept. Therefore, it is necessary to differentiate the learning process for students with special needs. The first objective of this study was to determine the level of numerical literacy and math self-concept in inclusive elementary schools. The second objective of this research was to identify the implementation of differentiated learning, and the third was to develop learning designs for children with special needs. Furthermore, this research used the qualitative research method because more in-depth data exploration was needed regarding children with special needs. The instruments used were tests, questionnaires, and interviews. The qualitative data were collected and analyzed through exploration, identification, and description. This research contribution consisted of (1) a Detailed description of achievement of numerical literacy and math self-concept; (2) Implementation of differentiated learning in inclusive primary schools; and (3) Learning design for children with special needs. The main findings of this study is that numerical literacy and math self-concept of children with special needs in inclusive elementary schools could be facilitated by differentiated learning designs.