Middle School Special Education Teachers' Instructional Practices for Solving Mathematical Word Problems: An Exploratory Study

Garderen, Delinda van

doi:10.1177/088840640803100206

Cited by 13 publications

(13 citation statements)

References 27 publications

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“…Problem solving has become a skill that is infused in all areas of mathematics (NCTM, 2000). Yet researchers have suggested that middle school special educators spend only 1 hour per week on teaching problem solving (van Garderen, 2008). Using explicit instruction (Hudson, Miller, & Butler, 2006) to teach cognitive strategies may provide students with EF deficits the support needed to make the connections between procedural learning (processes) and declarative learning (rote factual knowledge), which may result in conceptual knowledge.…”

Section: Resultsmentioning

confidence: 99%

The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders

Whitby

2012

Focus Autism Other Dev Disabl

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General education placement of students with autism spectrum disorders (ASD) has increased at a rate faster than all other disability categories combined. As more children are diagnosed with ASD and expected to meet the same academic standards as their neurotypical peers, there is a demand for effective educational strategies. Using a multiple-baseline across participants design, seven cognitive strategies and three meta-cognitive strategies from the Solve it! Problem Solving Routine were taught to three adolescents with ASD. Percent of correct responses on word problems improved immediately upon implementation of the intervention. A peer comparison validation strategy was used to compare participants’ accuracy with the class average. All three participants got more problems correct during intervention when compared with their peers; this effect persisted for two participants during maintenance. The impact of the characteristics of ASD on the use of each strategy implemented within the Solve It! Problem Solving Routine is discussed.

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Section: Resultsmentioning

confidence: 99%

The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders

Whitby

2012

Focus Autism Other Dev Disabl

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“…A few studies have examined special education teachers’ instructional use of VRs. Overall, teachers indicate a preference to use VRs, but they may not be used as frequently or as consistently as desired (van Garderen, 2008; Gagnon & Maccini, 2007). Despite this research, no study to date has specifically examined special education teachers’ knowledge of VRs for solving mathematical problems and what they emphasize and teach about VRs as a strategy to solve problems in their instruction for SWDs.…”

Section: Teacher Knowledge and Instructional Application About Vrsmentioning

confidence: 99%

Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction

Garderen

Scheuermann

Poch

et al. 2016

Teacher Education and Special Education: The Journal of the Tea

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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, however, lack depth and are narrow in perspective; (b) what teachers emphasize about VRs to SWDs tends to match their own conceptions, but the explanations they provide for SWDs need expanding and refinement; and (c) given their narrow conceptions, VRs may be limited to a peripheral role in special educators’ instruction.

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“…Legislation such as the NCLB 2001 and the Individuals with Disabilities Act (IDEA, 2004) call for students with disabilities to have access to the same general education curriculum as their nondisabled peers (van Garderen, 2008). In addition, IDEA requires that all students, except those participating in alternate state assessments, participate in district and state assessments (Maccini & Gagnon, 2006).…”

Section: Theoretical Framework Of the Baipmentioning

confidence: 99%

Applying Technology to Enhance STEM Achievement for Students with Disabilities: The Blending Assessment with Instruction Program

Meyen

Greer

2010

J Spec Educ Technol

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This article discusses the theoretical framework, instructional design, formative assessment results, capacity for national distribution, and generalization of the Blending Assessment with Instruction Program (BAIP) model to other content areas such as science. The BAIP, developed and validated at the University of Kansas, employs technology to align instruction in mathematics with National Council of Teachers in Mathematics Standards. BAIP consists of three sets of Web-based resources that are available 24/7 for students and teachers in grades three through high school. Resources include 276 self-contained mathematic lessons structured around five frameworks (i.e., contextual, teaching, lesson, application, and extension); 417 independent online tutorials that provide immediate feedback to students; and a data reporting system that provides teachers with immediate feedback on student performance to facilitate instructional decision making. The materials are suitable for all learners, with particular emphasis on students with disabilities. Two years of field testing have been completed. With the emergence of standards-based instruction and learning outcomes as a central core in current national policy, one would think that the conditions are favorable for integrating technology into the K -12 curriculum. However, although progress is being made, Muir (2007) found that the technology available within schools often lies unused because teachers do not have access or the necessary preparation to use technology-based curriculum resources.Successful integration requires the use of technology that integrates curricula, course objectives, and assessments (Masalski & Elliott, 2002). Without the proper preparation, teachers face difficulty when trying to integrate curriculum objectives, assessments, and technology-a fact that is often overlooked when examining technology integration. Within mathematics, this problem is exacerbated by the broadness of the mathematics standards that must be met and the content knowledge teachers must have in order to effectively teach the content standards.In recent years, there has been growing recognition and consensus that teacher content knowledge plays a critical role in improving students' mathematical learning

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Middle School Special Education Teachers' Instructional Practices for Solving Mathematical Word Problems: An Exploratory Study

Cited by 13 publications

References 27 publications

The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders

The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders

Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction

Applying Technology to Enhance STEM Achievement for Students with Disabilities: The Blending Assessment with Instruction Program

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