“A willingness to adapt”: Special Education Elementary Candidates Making Sense of Inquiry Mathematics

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Addressing Challenges in Students' Learning of Mathematics

Abstract

Inquiry-driven math learning for students with disabilities sits in opposition to behaviorist, direct instruction approaches that dominate special education research. There is a need to support mathematics teachers and teacher candidates (TCs) to integrate pedagogical practices without diminishing cognitive demand. Drawing on asset-based frameworks that advocate for inclusive dis/ability practices in mathematics education, we examined coursework artifacts of 39 elementary special education TCs in a mathematics methods course focused on planning and implementing inquiry-based lessons. Analysis revealed how TCs: (1) considered their own math learning experiences in shaping their beliefs about inquiry mathematics, (2) navigated tensions in implementing open-ended mathematics tasks in direct instruction dominant settings, and (3) made meaningful efforts towards inquiry-based mathematics instruction for students with disabilities.

Authors

• Rosa Chávez, California State University - Fresno

• Faith Kwon, Stanford University