Learning to Teach School Mathematics: Perceptions of Special Education Teachers

Special education pre-service teachers' interest, subject knowledge, and teacher efficacy beliefs in mathematics

“…As a result, it is possible that pre-service teachers with almost no teacher efficacy (or interest) in teaching mathematics and with very low subject skills in mathematics may teach mathematics to low-achieving students in the future. Unfortunately, negative beliefs and low interest in mathematics are quite common among pre-service teachers and can even cause anxiety towards the subject (Boyd, 2014;Brusal & Paznokas, 2006;Faulkner & Cain, 2013;Gerretson, Alvare, & McHatton, 2009;Humphrey & Hourcade, 2010;Rosas & Campbell, 2010;Swars, Daane, & Giesen, 2007). For many pre-service students, negative beliefs originate from their own school experiences (primary and secondary level) with mathematics (Boyd, 2014;Uusimäki & Nason, 2006).…”

Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students

“…Furthermore, special educators who teach mathematics often have to deal with a higher level of content than their pre-service training has prepared them for (Faulkner and Cain, 2013;Rosas and Campbell, 2010). For some teachers, this situation is very uncomfortable and may even cause anxiety (Bursal and Paznokas, 2006;Faulkner and Cain, 2013;Gerretson and McHatton, 2009;Humphrey and Hourcade, 2010;Rosas and Campbell, 2010), which can have a negative effect on instruction for students who most need support (Swars, Daane and Giesen, 2007). DeSimone and Parmar (2006b) reported that many subject teachers seemed to lack a strong understanding of specific pedagogical strategies for teaching low-performing students in mathematics ª 2017 NASEN despite the fact that half of the respondents perceived themselves as comfortable or very comfortable with their ability to instruct low-performing students.…”

A Critical Review of Educator and Disability Research in Mathematics Education: A Decade of Dehumanizing Waves and Humanizing Wakes

“…Systemic disorders may also take the form of analysis of the dimensions of mathematics affect for teachers of disabled students. For example, Gerretson and McHatton (2009) examined perceptions of special educators towards mathematics during a mathematics methods course. The authors report that participants had negative experiences in mathematics during their schooling.…”

“…The focus of other professional learning studies included prospective special educators’ development of proportional reasoning (Courey et al, 2015), technological pedagogical content knowledge (TPACK) for teaching mathematics and science during a technology methods course (Lyublinskaya & Tournaki, 2014; Tournaki & Lyublinskaya, 2014), transcribing Braille mathematics materials (Herzberg et al, 2016; D. Smith & Penny Rosenblum, 2013), building teachers’ competency with scaffolding strategies (Pfister et al, 2015), remediating prospective teachers’ mathematics knowledge (Afamasaga-Fuata’i & Sooaemalelagi, 2014), providing practicing teachers with an overview of mathematics standards and practices (Thornton et al, 2009) that included mathematics content (e.g., Gerretson & McHatton, 2009), the use of a specific technological tool (Graybeal, 2013), and improving attitudes about disabled students in mathematics among prospective general education teachers (Burton & Pace, 2009).…”