Exploring Teacher Collaboration for Inclusive Instruction in Elementary Mathematics

• In Event: Division D Graduate Student in Progress Research Gala

Abstract

This project will use an ecological model to explore the pedagogical divide that exists between mathematics education and special education and understand factors that influence how elementary teachers collaborate to co-teach mathematics. Historically, the fields of mathematics education and special education have approached mathematics learning with different pedagogies and framings of student ability. This multiple-case study will involve pairs of general and special educators who co-teach mathematics. They will jointly analyze and reflect on co-taught lessons and participate in interviews to provide insight into the multiple levels of influences that impact their pedagogical approaches during co-teaching.

Author

• Laurel A Dias, University of Utah