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

Autor/inn/en	van Garderen, Delinda; Scheuermann, Amy; Poch, Apryl; Murray, Mary M.
Titel	Visual Representation in Mathematics: Special Education Teachers' Knowledge and Emphasis for Instruction
Quelle	In: Teacher Education and Special Education, 41 (2018) 1, S.7-23 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406416665448
Schlagwörter	Special Education Teachers; Knowledge Base for Teaching; Visual Aids; Mathematics Instruction; Preservice Teachers; Elementary School Teachers; Secondary School Teachers; Mixed Methods Research; Problem Solving; Educational Practices; Demonstrations (Educational); Surveys + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Anschauungsmaterial; Mathematics lessons; Mathematikunterricht; Elementary school; Grundschule; Volksschule; Problemlösen; Bildungspraxis; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Survey; Umfrage; Befragung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01