Mathematics Education Matters: Bolstering Special Educators' Knowledge of Student Thinking

• In Event: AERA Poster Session 10
  In Poster Session: Division K Section 5 Poster Session 2

Abstract

Special educators receive diminutive opportunities to develop mathematical knowledge for teaching. Part of this knowledge involves anticipating diverse problem-solving strategies employed by students with learning disabilities (LDs). Anticipating student reasoning can help special educators become responsive to neurodiverse ways of reasoning. In this study, we evaluated changes in how pre-service special education teachers (PSTs) conceptualized students’ possible problem-solving strategies. Qualitative analysis was employed to evaluate changes in teacher responses to a test of student mathematical thinking before and after a mathematics methods course based in students’ mathematical thinking. Results revealed that teachers improved their understanding of students’ problem-solving strategies after participating in the methods course. Implications for future research are shared.

Authors

• Kristi Martin, Sam Houston State University

• Jessica H. Hunt, North Carolina State University

• Andy Khounmeuang, North Carolina State University