Co-Teaching Practices That Build Autonomy for Students with Learning Disabilities in Mathematics

Autor/inn/en	Akyuz, Didem; Stephan, Michelle
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01