Special Educators Feelings, Thoughts, and Actions When Teaching Mathematics

• In Event: Access to Mathematics Curriculum and Instruction for All

Abstract

Expectations for mathematics instruction have intensified with shifts in math standards and practices. For special educators, who receive limited coursework on mathematics content in their preservice programs, this can cause lower confidence levels when teaching math (Griffin et al., 2014; Humphrey & Hourcade, 2009). Results will be shared from a qualitative interview study exploring the perspectives of special educators who teach mathematics to students with high incidence disabilities. The findings highlight teachers’ feelings and thoughts as they plan and teach mathematics and the actions they take when they are unprepared for the math content. Implications for preservice programs and in-service professional development are provided.

Authors

• Courtney Barcus, University of Illinois at Chicago

• Marie Tejero Hughes, University of Illinois at Chicago