Inclusive mathematics teaching in primary school: Teacher competencies and textbook quality for students with dyscalculia

This research focuses on examining the preparedness of future primary school teachers to recognize and support students with dyscalculia, as well as analyzing the suitability of mathematics textbooks within the context of inclusive education. Dyscalculia, as a specific learning difficulty in mathematics, often remains undetected within the educational system, despite curricular documents emphasizing the need for individualized approaches and support for students with learning challenges. The aim was to explore how future pre-service primary school teachers perceive their own competencies for working with this group of learners, the extent to which content related to dyscalculia is included in higher education curricula, and how well mathematics textbooks are adapted for students with learning difficulties. The methodological approach combined both quantitative and qualitative procedures. A survey was conducted among final-year students enrolled in pre-service primary school teachers education program, curriculum syllabi were analyzed, as well as mathematics textbooks for lower primary grades. The results show that students express a positive attitude toward inclusion but report insufficient knowledge and experience in the area of mathematical learning difficulties. Curricula generally do not include specific content related to dyscalculia, and the textbooks fail to offer systematic and diverse forms of support for students with difficulties. The findings indicate the need to strengthen pre-service primary school teachers’ professional competencies through targeted education, better integration of theory and practice, and the development of educational materials tailored to the diverse needs of learners. The effective implementation of inclusive education goals requires systemic changes within the educational system to ensure equal access to quality mathematics education for all students.