Developing mathematical understanding and students with emotional and behavioural disorders: a review of the literature

Tan, Paulo

doi:10.1080/13632752.2016.1201639

Cited by 4 publications

(5 citation statements)

References 55 publications

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“…Teacher professional development is intended to help teachers develop new and improved skills and improve student outcomes [20]. From an analysis of 36 studies, Darling-Hammond et al [20] determined seven principles of effective teacher professional development: (1) being content-focused, (2) including active teacher learning, (3) being collaborative and often job-embedded, (4) modeling effective teaching practices, (5) including coaching and expert support, (6) providing teachers with feedback and reflection time, and (7) occurring over a sustained period. One successful model of professional development that makes use of the effective professional development principles is the PLC [20][21][22].…”

Section: Professional Learning Communitiesmentioning

confidence: 99%

“…Research indicates that achievement gaps can be a manifestation of the opportunity gap in high-quality instruction provided for neurotypical students and students with identified disabilities [6]. Moreover, students from historically minoritized groups, such as individuals of diverse racial backgrounds and those with documented disabilities, frequently encounter fewer chances to engage in effective mathematics teaching and learning experiences [6][7][8][9]. We believe that the opportunity gap is where our attention should lie; i.e., how can we ensure that all students are provided with equitable and high-quality instruction in mathematics?…”

Section: Introductionmentioning

confidence: 99%

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Creating Cohesion and Collaboration in Mathematics Classrooms: Implementing Interdepartmental Professional Learning Communities to Support Students with Disabilities

Pilotti,

Harbour,

Miller

et al. 2023

Education Sciences

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Professional learning communities (PLCs) support the growth of educators to improve learning outcomes for all students. Guided by social constructivist and social cognitive theories, this longitudinal participatory action research study explored the implementation of an interdepartmental PLC across Hord’s five dimensions of a successful PLC—supportive and shared leadership, shared beliefs values and vision, collective learning and its application, shared personal practice, and supportive conditions. Additionally, this study explored how engaging with an interdepartmental PLC influenced participants’ collective efficacy. During the PLC, the collective expertise of mathematics teachers, administrators, and additional educational specialists (such as occupational therapists and speech and language pathologists) (n = 13) were leveraged to develop strategies for the improvement of mathematical problem solving among elementary and middle school students with disabilities. Our findings indicate statistically significant increases in the five dimensions of the PLC over time, with qualitative evidence supporting the PLC’s effectiveness. However, our findings revealed no significant increase in participants’ overall collective efficacy, a group’s shared belief that together they can achieve a desired result. Implications for practice and research are discussed.

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Section: Professional Learning Communitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Creating Cohesion and Collaboration in Mathematics Classrooms: Implementing Interdepartmental Professional Learning Communities to Support Students with Disabilities

Pilotti,

Harbour,

Miller

et al. 2023

Education Sciences

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“…Previous research examining effective instructional strategies for students with SEBD (e.g., Barnett, Fisher, & Frankel, 2018;Tan, 2016; and students with disabilities in general (e.g., Apps & Carter, 2006;Rizzo & Taylor, 2016;Scruggs et al, 2010) suggest that IBL may be a suitable instructional approach to achieve various learning goals for students with SEBD. Yet, these existing reviews and summarizing discussions generally stress that it is critical to provide enough structure and additional assistance (Barnett et al, 2018;Rizzo & Taylor, 2016;, as many students with SEBD may require social-emotional and academic supports in multiple areas (Abels, 2015;Hagaman, 2012).…”

Section: Inclusive Education and Inquiry-based Learningmentioning

confidence: 99%

“…Examples of such academic and behavioral supports include explicit instruction, graphic organizers, mnemonic strategies, Scientific Writing Heuristic, peer-assisted learning, self-monitoring tools, and use of technology (e.g., Ackerman, 2017; Barnett et al, 2018;Camenzuli, 2015;Maroney et al, 2003;Villanueva et al, 2012;. Provided that the method includes enough academic and behavioral supports to support the students' special needs, IBL instruction may be effective to achieve learning goals in various domains, both for students with disabilities (e.g., Apps & Carter, 2006;Scruggs et al, 2010;Rizzo & Taylor, 2016;Villanueva et al, 2012) and for students with SEBD specifically (e.g., Barnett et al, 2018;Tan, 2016;. However, convincing evidence for these recommendations needs to come from empirical studies.…”

Section: Overview Of Research On Ibl For Students With Sebd From 2000-2018mentioning

confidence: 99%

Inquiry-Based Learning For All: A Systematic Review of the Effects of Inquiry-Based Learning on Knowledge, Skills, Attitudes and Behavior of Students with Social-Emotional and Behavioral Difficulties in Primary and Secondary Education

Zweers¹,

Huizinga²,

Denessen³

et al. 2019

Preprint

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Inquiry-Based Learning (IBL) has internationally been recommended as an effective method to achieve learning goals for students in elementary education. On the condition that students are provided with adequate teacher guidance during IBL, they learn more than students who are taught the same content with explicit instruction. Yet, it is unknown whether IBL is also effective for specific student populations, such as students with social-emotional and behavioral difficulties (SEBD), as these students struggle with skills that are required for IBL. We conducted a systematic review to examine what is known about the use of IBL instructional methods and its adjustments for students with SEBD and whether this instructional method is effective to achieve learning goals with this specific student population. Results showed that IBL is applied for students with SEBD, and that teachers play an important role in making adjustments in terms of teacher guidance and differentiation. IBL instruction is, however, often used and adjusted for students with various disabilities in inclusive classrooms – and not for students with SEBD specifically. Consequently, it is difficult to pinpoint which specific adjustments to IBL instruction are needed for students with SEBD in particular. It seems that the field of IBL for specific student populations is in its infancy. Yet, the available predominantly practice-based research yields sufficient indications to consider IBL instruction as a method to achieve learning goals for students with various social-emotional and academic needs.

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“…2 29 special education researchers. We invite mathematics education researchers to challenge such research fragmentation while questioning positivist methods emphasizing narrow forms of mathematics performance (Browder et al, 2008;Tan, 2016).…”

Section: Commentarymentioning

confidence: 99%

Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education

Tan

Kastberg

2017

Journal of Urban Mathematics Education

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espite discussions of "mathematics for all," opportunities that support the development of mathematical reasoning and understanding of mathematics as a human endeavor often do not exist for mathematics learners identified in schools as having dis/abilities. 1 Indeed, mathematics for all is consistently used to motivate the allocation of resources and attention to mathematics education in legislation, policy documents, and organizations' vision and position statements. Mathematics education researchers have served as advocates for marginalized students pointing out limitations in the mathematics for all rhetoric (Martin, 2003). Yet, students with dis/abilities are often left out of discussions regarding mathematics for all and equity research that has worked to contextualize and operationalize "achieving equity" and the process of "eliminating inequity" (Tate, as cited in Martin, 2003, p. 14).Mathematics education researchers and organizations representing them use the term "equity" to refer to access and opportunities for all students. For example, the National Council of Teachers of Mathematics' (NCTM) recent Principles to Actions: Ensuring Mathematical Success for All called for systemic improvement in mathematics education for all (NCTM, 2014). "Access and equity" is identified as one of six guiding principles for school mathematics (p. 5). Yet, the NCTM's (2014) position statement on access and equity leaves dis/ability out of the subgroups to which these goals apply. Access and equity are identified as applying to racial, ethnic, linguistic, gender, and socioeconomic groups. Furthermore, access and equity in standards-based mathematics education remains elusive for those stu-1 We use the term dis/ability to forefront power imbalances inherent in constructing and identifying dis/ability and the consequences of such imbalances in and out of school. The concept of dis/ability as socially constructed offers an entryway to reconstructing what mathematics education researchers mean when they use the term "disability" and to addressing inequities for individuals labeled with this educational and societal construct. The word "disability" is used when directly referencing works by other authors as they applied the term unless their work similarly use the term "dis/ability" (e.g., de Freitas, 2015).

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Developing mathematical understanding and students with emotional and behavioural disorders: a review of the literature

Cited by 4 publications

References 55 publications

Creating Cohesion and Collaboration in Mathematics Classrooms: Implementing Interdepartmental Professional Learning Communities to Support Students with Disabilities

Creating Cohesion and Collaboration in Mathematics Classrooms: Implementing Interdepartmental Professional Learning Communities to Support Students with Disabilities

Inquiry-Based Learning For All: A Systematic Review of the Effects of Inquiry-Based Learning on Knowledge, Skills, Attitudes and Behavior of Students with Social-Emotional and Behavioral Difficulties in Primary and Secondary Education

Calling for Research Collaborations and the Use of Dis/ability Studies in Mathematics Education

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