An analysis of prospective primary school teachers' assessment on board games from an inclusive perspective
DOI:
10.33532/revemop.e2026015Keywords:
Content analysis, Didactic suitability criteria, Inclusive mathematics education, Teaching reflection, Universal design for learningAbstract
This article studies the aspects of the mathematical teaching and learning process assessed by prospective primary school teachers in their reflection on the use of board games from an inclusive perspective. To this end, a case study was conducted with six teams of prospective primary teachers, students of a mathematics course for pupils with educational needs, who structured their reflection using the integrated guideline between the didactic suitability criteria and universal design for learning. Through content analysis, the evaluative comments of the study subjects were examined in depth, revealing that the cognitive and mediational aspects were the most frequently reformulated, whilst the ecological aspect was the least assessed. Finally, the article reflects on the potential of the integrated guideline to structure inclusive assessments and adaptations.
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Copyright (c) 2026 Eulàlia Tramuns, Carlos Ledezma, Alicia Sánchez
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