METHODOLOGICAL POSSIBILITIES OF AN INDIVIDUAL APPROACH IN ORGANIZING INCLUSIVE MATHEMATICS LESSONS IN PRIMARY GRADES
Keywords:
Inclusive education, primary mathematics, individual approach, adapted tasks, mathematical understanding, concrete materials, flexible grouping, formative assessment, teacher preparation.Abstract
This article examines the methodological possibilities of an individual approach in organising inclusive mathematics lessons in primary grades. It proposes practical arrangements for identifying learning needs, adapting task presentation, providing graduated assistance, and assessing mathematical understanding through accessible response formats. Particular attention is given to maintaining clear learning objectives while addressing differences in language, communication, processing time, and prior knowledge. Examples demonstrate how concrete materials, visual representations, flexible grouping, and contextualised problems can support participation. The discussion addresses primary education in Uzbekistan and the professional preparation of future teachers at pedagogical universities. The article is conceptual and methodological; it reports no intervention or measured learning outcomes. Its contribution is an adaptable framework for lesson planning and subsequent classroom evaluation.
