Literaturnachweis - Detailanzeige
Autor/inn/en | Akyuz, Didem; Stephan, Michelle |
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Titel | Co-Teaching Practices That Build Autonomy for Students with Learning Disabilities in Mathematics |
Quelle | In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 4, S.920-947 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0020-739X |
DOI | 10.1080/0020739X.2020.1795286 |
Schlagwörter | Team Teaching; Mathematics Instruction; Personal Autonomy; Students with Disabilities; Learning Disabilities; Teacher Collaboration; Inquiry; Middle School Students; Middle School Teachers; Teaching Methods; Mathematical Concepts; Concept Formation; Florida Teamteaching; Mathematics lessons; Mathematikunterricht; Individuelle Autonomie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Lehrerkooperation; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung |
Abstract | In order to improve instruction, teachers need to make sense of and evaluate the critical events that have the potential to strengthen the understanding of students' mathematical thinking. Mathematics instruction has shifted toward inquiry teaching which leaves many teachers attempting to change their practices accordingly. While there are documents that help mathematics teachers understand inquiry practices, there is little guidance for teachers who teach in classroom settings in which students with special needs are included. Since mathematical reasoning and conceptual understanding have become as important to teach as procedures, it is imperative that co-teachers draw on each other's knowledge to incorporate inquiry co-teaching practices. A design-based research project was conducted to explore the co-teaching practices in an inquiry mathematics classroom setting. We document co-teaching practices that are effective for planning and implementing inquiry mathematics lessons. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |