Teacher Evaluation of Resources Designed for Teaching Mathematics to Students with Significant Cognitive Disabilities

Search for this publication on Google Scholar
Lee, A. (2014). Teacher Evaluation of Resources Designed for Teaching Mathematics to Students with Significant Cognitive Disabilities. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Analytics

221 views ◎
185 downloads ⇓


Abstract

ABSTRACTANGEL HORD LEE. Teacher evaluation of resources designed for teaching mathematics to students with significant cognitive disabilities. (Under the direction of DR. DIANE BROWDER)Educators of students with significant cognitive disabilities are charged with providing access to grade aligned mathematics for their students. Yet, very few models exist to provide guidance for how to adapt mathematics content for this population of students. The purpose of this research was to examine the current practices of special education teachers related to providing access to grade aligned mathematics content and the usefulness of sample materials designed to improve access to grade aligned mathematics content. An additional purpose was to examine the perceived barriers to providing access. One was designed to build mathematics content knowledge and the second to provide guidance for mathematics instruction aligned to state standards. Results of the current study showed that the majority of special educators were familiar with mathematics standards yet, the frequency of grade-level mathematics instruction was divided. About a third of respondents reported proving math instruction daily while an equal portion reported not teaching grade-level mathematics at all. In terms of barriers to providing access to mathematics, about a fourth of respondents reported that the content was not a priority or was too complex for their students. Respondents indicated that more resources were needed that exemplified how to teach the academic content to this population of students. The resources reviewed for this study received positive reviews from a large majority of respondents who agreed they provided educators with needed models for teaching specific mathematics content. Findings from the current study revealed that special educators may have reached a point where they have at least a basic understanding of academic content but continue to need models that illustrate how to teach the content.

Details
Author

Lee, Angel

Title

Teacher Evaluation of Resources Designed for Teaching Mathematics to Students with Significant Cognitive Disabilities

Physical Description

1 online resource (162 pages) : PDF

Date

2014

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

ABSTRACTANGEL HORD LEE. Teacher evaluation of resources designed for teaching mathematics to students with significant cognitive disabilities. (Under the direction of DR. DIANE BROWDER)Educators of students with significant cognitive disabilities are charged with providing access to grade aligned mathematics for their students. Yet, very few models exist to provide guidance for how to adapt mathematics content for this population of students. The purpose of this research was to examine the current practices of special education teachers related to providing access to grade aligned mathematics content and the usefulness of sample materials designed to improve access to grade aligned mathematics content. An additional purpose was to examine the perceived barriers to providing access. One was designed to build mathematics content knowledge and the second to provide guidance for mathematics instruction aligned to state standards. Results of the current study showed that the majority of special educators were familiar with mathematics standards yet, the frequency of grade-level mathematics instruction was divided. About a third of respondents reported proving math instruction daily while an equal portion reported not teaching grade-level mathematics at all. In terms of barriers to providing access to mathematics, about a fourth of respondents reported that the content was not a priority or was too complex for their students. Respondents indicated that more resources were needed that exemplified how to teach the academic content to this population of students. The resources reviewed for this study received positive reviews from a large majority of respondents who agreed they provided educators with needed models for teaching specific mathematics content. Findings from the current study revealed that special educators may have reached a point where they have at least a basic understanding of academic content but continue to need models that illustrate how to teach the content.

Genre

doctoral dissertations

Subjects--Topics

Special education
Mathematics--Study and teaching

Degree

Ph.D.

Keywords

Access
Common Core State Standards
General Curriculum
Professional Development

Subject Area

Special Education

Advisor(s)

Browder, Diane

Committee Members

Flowers, Claudia
Wakeman, Shawnee
Lambert, Richard
Jones, Jeanneine

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2014.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Lee_uncc_0694D_10667

Permalink

http://hdl.handle.net/20.500.13093/etd:228