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Students with mathematics difficulties and disabilities require evidence-based instructional strategies and interventions to improve their mathematical performance. Dissemination of these practices to teachers in rural settings presents specific challenges, including lack of Internet access, few discretionary resources, and geographic isolation. This mixed-method study explored rural Texas teachers’ perceptions of their algebra content knowledge; their comfort with strategies, interventions, and resources; and professional development experiences related to students with mathematics difficulties and disabilities. Findings suggest that teachers are unfamiliar with or do not regularly implement evidence-based strategies and report regular use of strategies such as learning styles that have a limited evidence base. A discussion of findings includes suggestions for professional development tailored to the needs of rural Texas algebra teachers.

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An innovative teacherpreparation course which integrates methods of teaching elementary mathematics and science was the context of this study. The course was developed as a prototype for the Teachers As Reflective Problem Solvers model for the preparation of elementary mathematics and science teachers, Data from 35preservice elementary teachers' performance-portfolios were analyzed to reveal patterns of change in their reflections and problem-solving performance during the semester. Many of the students' reflections changed from task-focused learning to broader teaching applications. No relationship was discerned between changes in students' reflections and changes in their levels of problemtice" or "inquiry" to distinguish a distinct model of teacher education; it also has been distinguished as a "generic professional disposition" (Valli, 1992). Re-School Science and Mathematics 2. Are patterns of change in preservice teachers' reflections associated with changes in their problem-solving performance? 3. Do preservice teachers' final reflections correlate with their self-assessments of group problemsolving abilities, and/or their cumulative problem-solving performance?

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