Supporting Mathematical Proficiency

Autor/inn/en	Allsopp, David; Lovin, LouAnn H.; van Ingen, Sarah
Titel	Supporting Mathematical Proficiency
Quelle	In: TEACHING Exceptional Children, 49 (2017) 4, S.273-283 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059917692112
Schlagwörter	Mathematics Achievement; Special Education; Special Education Teachers; Mathematics Instruction; Mathematics Teachers; Teaching Methods; Disabilities; Metacognition; Problem Solving; Task Analysis; Students + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathematics; Mathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Handicap; Behinderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Aufgabenanalyse; Student; Schüler; Schülerin; Studentin
Abstract	Special educators can play an essential role in the development of students' understanding of and capacity to do mathematics. Whether a special education teacher's goal is to help kindergartners develop counting skills or to support 10th graders in constructing geometric proofs and whether instruction will occur in co teaching, consulting, or pullout settings, teaching mathematics is complex. It is not sufficient for teachers to understand how to do the mathematics themselves; teachers must also integrate multiple bodies of knowledge to facilitate equitable mathematics learning experiences for all students, especially those with disabilities. Fortunately, teachers do not have to resort to trial and error to navigate the complexity of mathematics teaching on their own. The purpose of this article is to highlight high-leverage mathematics teaching practices that can be immediately implemented by new special education teachers. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01