Improving Preservice Teachers' Teaching of Mathematics to Students With Mathematical Learning Disability: From University to the Classroom

• In Event: Different Dimensions of Being a Newly Hired Teacher

Abstract

Preservice teachers need appropriate knowledge and skills to address the diverse needs of today’s classroom. Bringing best practice from the university classroom to the field is an ongoing challenge. This study sought to discover what instructional approaches are used most often by preservice teachers after they have been taught culturally responsive mathematics teaching. The researchers created a coding system based on students listed instructional strategies and then analyzed results based on 6 culturally responsive mathematics teaching domains. Results indicate that preservice teachers used teacher led modeling and demonstration most often when creating lesson plans for students with learning disabilities and understanding learner strategies were used least. Future implications will be discussed.

Authors

• Leah Herner-Patnode, The Ohio State University - Lima

• Hea-Jin Lee, The Ohio State University - Lima