Adaptive Learning for Inclusive Algebra Instruction in Resource-Constrained Secondary Schools: Implications for Special and Inclusive Education in the Eastern Cape, South Africa

Abstract

This qualitative case study examines how adaptive learning can support inclusive algebra instruction for learners with diverse learning needs in resource-constrained secondary schools in the Eastern Cape, South Africa. Guided by Universal Design for Learning, the Zone of Proximal Development and adaptive teaching, the study explored teacher and learner experiences of algebra support in ordinary inclusive classrooms. Data were generated through semi-structured interviews, learner focus group discussions, and classroom observations with 10 mathematics teachers and 20 Grade 10 learners across 4 schools. Thematic analysis found that algebraic difficulty operates as a barrier to participation when learners receive limited feedback, differentiated practice and accessible representations. Adaptive feedback was perceived as useful for step-by-step scaffolding, but its value depended on teacher mediation, digital-pedagogical readiness, accessible design, reliable infrastructure and equitable access to devices. The paper argues that adaptive learning is not a standalone solution but a support ecology for strengthening inclusive conceptual mastery in algebra.