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Special Education Teachers’ Perceptions Of Students’ With Disabilities Ability, Instructional Needs, And Difficulties Using Visual Representations To Solve Mathematics Problems, Delinda Van Garderen, Apryl L. Poch, Amy Scheuermann
Special Education Teachers’ Perceptions Of Students’ With Disabilities Ability, Instructional Needs, And Difficulties Using Visual Representations To Solve Mathematics Problems, Delinda Van Garderen, Apryl L. Poch, Amy Scheuermann
Special Education and Communication Disorders Faculty Publications
In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all …
Visual Representation In Mathematics: Special Education Teachers’ Knowledge And Emphasis For Instruction, Delinda Van Garderen, Amy Scheuermann, Apryl L. Poch, Mary M. Murray
Visual Representation In Mathematics: Special Education Teachers’ Knowledge And Emphasis For Instruction, Delinda Van Garderen, Amy Scheuermann, Apryl L. Poch, Mary M. Murray
Special Education and Communication Disorders Faculty Publications
The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators’ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators’ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, …
The Effects Of Folding-In Of Basic Mathematics Facts For Students With Disabilities, Tamara D. Bertini, Dara Coffrey, Kristine D. Swain
The Effects Of Folding-In Of Basic Mathematics Facts For Students With Disabilities, Tamara D. Bertini, Dara Coffrey, Kristine D. Swain
Special Education and Communication Disorders Faculty Publications
Research in the area of elementary mathematics has been limited in recent years. Direct instruction methods, including drill tasks, have been recommended for elementary students who have mathematics difficulties. This project involves two studies that examined the effectiveness of a specific direct instruction intervention, Folding-In, on the math computation achievement of elementary students. Weekly Curriculum-based measurement (CBM) progress monitoring data, as well as achievement test data, were used to monitor the effectiveness of the intervention, with improvements noted in math fact fluency in both a university-based clinical tutoring and a classroom intervention setting.