An investigation on how the Scottish teachers for V.I. pupils differentiate Mathematics curriculum through flexible and effective methods of teaching and learning and adaptations and modifications, and support to meet the needs of V.I. pupils in integrated mainstream schools, with the view to drawing implications for the situation in Botswana

Abstract

This study is a small scale investigation in what the teachers of V.I. pupils in Scotland consider as the problems encountered in learning Maths and the causes to those problems. Also how they view differentiation of the Mathematics curriculum through flexible and effective methods of teaching and appropriate learning strategies, adaptations and modifications, a good support system and the effective methods of assessment in relation to these children. The purpose of this research is to gather specific information from the Scottish teachers on the above broad mentioned areas with the view to using the findings to cast light on the Botswana situation in order that these implications are made for Botswana.