• PALESTINA, Randy L.
• Pangan, Agripina D.
• Manuel, Lalaine Ann F.
• Garma, Michael Francis C.

United Nations Conference on Sustainable Development includes SDG #4 Quality Education which lays the foundations of inclusive education which proposes that all learners should be provided with equal access to education regardless of gender, socio-economic status among others. This research explores the teacher’s pedagogical content knowledge (PCK) as manifested in the inclusive practices of teachers in Mathematics. Using a case study design, twelve grade 6 Mathematics teachers from different public and private schools under a chosen division in the southern part of Manila were the participants of this study. Interview and focused group discussion were the procedures used to gather the data and a thematic data analysis was employed. It was found out that the teacher’s PCK in mathematics education were manifested in the inclusive practices of the teachers starting from designing of the lesson to implementation, remediation, and assessment. Teachers provided differentiation for boys and girls on selected teaching strategies and activities as accommodation for diverse students. Differentiations happen in the actual curriculum implementation as initiated by the teachers when they facilitated their lesson in Mathematics. Furthermore, the research study provides inputs to the body of knowledge on curriculum and teacher’s pedagogy.

gender differences, inclusive education, inclusive practices, mathematics education, PCK

"Emerging Praxis in Mathematics Education Towards Inclusive Pedagogy", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.7, Issue 3, page no.226-231, March-2020, Available :http://www.jetir.org/papers/JETIR2003335.pdf

"Emerging Praxis in Mathematics Education Towards Inclusive Pedagogy", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.7, Issue 3, page no. pp226-231, March-2020, Available at : http://www.jetir.org/papers/JETIR2003335.pdf