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Calculating and problem solving task in high in low quality inclusive classrooms

Assessment of student’s academic skills and competence in Croatian inclusive classes is part of international research study on scientific project “Evidence Based Education: European Strategic Model for School Inclusion”. The aim of the study was to distinguish high and poor inclusive classrooms and to answer on research question “Does inclusion quality reflects the efficiency of students?”. The assessment of student’s academic skills and competence was based on two instruments: Calculating (AC-MT3) and Problem solving task (PZ3). The sample consists of 17 classes with totally 307 students and 17 teachers. The results have shown that statistically significant difference was found in the average success in calculating to 1000 (addition, subtraction, multiplication, division) among all students in high and low inclusive classrooms. Students from high inclusive classes have significantly better average success in calculating to 1000 of students of low grade inclusive. The suggestions are to pay attention to the exercise solving strategies, the time need to solve the exercises and the frequency of errors in calculating. No siginficant differences were found in measuring problem solving tasks among students in high and low inclusive classrooms, although students from high inclusive classrooms have better average ranking then students in low inclusive classrooms. These results show benefits for all children in more inclusive school settings, regarding educational outcomes in calculating. The data obtained might help to empower the teachers and thus also the schools to act inclusively in the area of timely recognition of difficulties and giving an appropriate support.

calculating, problem solving tasks, inclusive classrooms

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