Revisioning Students With Disabilities in the Mathematics Classroom: Educators' Shifting Constructions Through Implementation of Cooperative Learning

• In Event: 66.048 - Social Justice on the Ground: Strategies for Culturally Responsive School Environments

Abstract

This mixed-methods study focused on educators’ perceptions of students with disabilities in nine middle schools implementing a cooperative learning model for mathematics instruction. Three major themes of shift in teachers’ academic, social and affective constructions of students with disabilities emerged from the qualitative data. The quantitative analysis revealed a reduction in the achievement gap for students with disabilities in PTM schools and improvements in mean achievement scores. Findings suggest implementation of a program structuring cooperative environments for mathematics learning may shift educators’ constructions of students with disabilities as they reflect on what students are able to do and achieve in the context of these arrangements.

Authors

• Pamela Arnold, Old Dominion University

• Melva R. Grant, Old Dominion University

• Shanan L. Chappell, Old Dominion University, The Center for Educational Partnerships

• John A. Nunnery, Old Dominion University

• Julia Zaharieva, Old Dominion University

• Bryant Ahrenburg, Old Dominion University