What do teachers need? Math and special education teacher educators’ perceptions of essential teacher knowledge and experience

Sheppard, Mary E.; Wieman, Rob

doi:10.1016/j.jmathb.2020.100798

Cited by 22 publications

(11 citation statements)

References 36 publications

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“…Previous studies tended to focus in exploring SE teachers' knowledge, which consists 10 of the articles reviewed (Aiyeleso, 2016;Rosas & Cambell, 2010;van Garderen et al, 2013;Brownell et al, 2010;Feng & Sass, 2013;Martin, 2018;Brown, 2019;Greer & Meyen, 2009;Aydemir, 2013;Hinton et al, 2015). We found five studies which compared SE teachers' knowledge and general mathematics teachers' knowledge (Sheppard & Wieman, 2020;Goldman & Gilmour, 2020;Weiss et al, 2018;Alazemi, 2018), while only one study compared SE teachers' knowledge between pre-service and in service teachers (Flores et al, 2010). Finally, three articles focused on pre-service teachers' knowledge in mathematics (Griffin et al, 2009;Ekstam et al, 2017 b ;Rosas & Cambell;.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ knowledge about teaching mathematics to learning disabilities students

Rosli

Suib

2020

JESET

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Teaching students with LD requires an arduous effort from special education (SE) teachers. Mathematics may seem to be a difficult subject,however, students with learning disabilities (LD) face more challenges in learning the subject. Even though teachers’ knowledge has been widely studied, there is few research focusing on SE teachers who teach mathematics specifically. This systematic literature review attempts to critically present what kind of knowledge that SE teachers need to teach mathematics effectively. Nineteen papers were selected from Scopus as the leading database and few supporting databases such as Sage and Science Direct. This study identified subject matter knowledge and pedagogical content knowledge as the core expertise for SE teachers with knowledge about students with LD characteristics as the supporting knowledge. This study’s contribution is the identification of these teachers’ knowledge generally and mathematically to create a specific teaching model for learning disabilities students. Keywords: learning disabilities; mathematics ; special education teachers; teachers’ knowledge

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Section: Resultsmentioning

confidence: 99%

Teachers’ knowledge about teaching mathematics to learning disabilities students

Rosli

Suib

2020

JESET

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“…The elements of the game are considered, namely the score, the winners, and the losers. With these elements, students become more enthusiastic because the individual factors are also considered [44]. Instructions and explanations are also made complete so that students can make connections between game terminology and mathematical terminology [45].…”

Section: Discussionmentioning

confidence: 99%

Development of Android-Based Mathematics Learning Game on the Topic of Congruence and Similarity

Qohar

Susiswo

Nasution

et al. 2021

Int. J. Interact. Mob. Technol.

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<p>In general, students' math skills in Indonesia are low. An effort must be made to get students to enjoy learning mathematics so that their mathematical abilities improve. The rapid development of smartphone technology provides an opportunity for use in mathematics learning. This study aims to develop an Android-based mathematics learning game for junior high school students on the topic of congruence and similarity. The research method used in this study is the Plomp development method with three stages: preliminary research, the prototyping stage, and the assessment phase. The subjects of this study were 56 seventh-grade students from the State Junior High School (SMPN 1) Wagir Malang. Six students participated in small group trials and 50 students participated in field trials. The results showed that the Android-based learning game on the topic of congruence and similarity had been successfully developed. The game media have been validated by experts with a score of 3.36, which shows that the media created are valid. The practicality tests in the small group trial resulted in a score of 3.50, while the field trial resulted in a score of 3.51. The effectiveness tests carried out in the small group trial resulted in a score of 3.36, while the field trial results had a score of 3.38. These results indicate that the learning games developed are practical and effective for use in mathematics learning.</p>

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“…Despite many studies that have been done on classroom participation assessment, its significance in teaching and learning (Ketabi and Ketabi, 2014;Morningstar et al;2015;Sheppard and Wieman, 2020;Weaver and Qi, 2005), and the awareness of teachers and students of the positive outcomes of classroom participation and its impact on students' grades, there is little student participation in our language schools classrooms. Unfortunately, despite students' low participation, teachers give them inflated scores that are not correlated with their real abilities or final scores.…”

Section: Literature Reviewmentioning

confidence: 99%

Classroom Participation Scoring in Iranian Private Language Schools: Teachers' Perceptions of Holistic and Analytic Scoring

Javanshire

Gholami

Mohammadnia

2021

IJFLTR

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Many L2 teachers baffle when it comes to classroom participation scoring(CPS) of their students. Through a researcher-made questionnaire, this study explored EFL teachers' perceptions of classroom participation scoring(CPS) in Iranian private language schools. Moreover, it investigated the participants' views on a newly-developed objective and analytic rubric as part of this study for CPS. To this end, 120 EFL teachers completed the questionnaire on the typical CPS framework they used in English classrooms. Detailed analysis of teachers' perceptions of CPS indicated that most Iranian EFL teachers used holistic and subjective CPS approach and had little knowledge of the objective methods of CPS. After having been introduced to the proposed analytic CPS rubric, the participating teachers showed a positive attitude to the rubric and reported the rubric's applicability and flexibility in assessing EFL learners' classroom participation. The findings suggest adopting more objective assessment rubrics for CPS.

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What do teachers need? Math and special education teacher educators’ perceptions of essential teacher knowledge and experience

Cited by 22 publications

References 36 publications

Teachers’ knowledge about teaching mathematics to learning disabilities students

Teachers’ knowledge about teaching mathematics to learning disabilities students

Development of Android-Based Mathematics Learning Game on the Topic of Congruence and Similarity

Classroom Participation Scoring in Iranian Private Language Schools: Teachers' Perceptions of Holistic and Analytic Scoring

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