Abstract
Despite calls for alignment, descriptions of best practices from special education and math education researchers continues to diverge. However, there has been little discussion of how special education teacher educators and mathematics teacher educators compare in practice. This paper describes a study in which a range of teacher educators (N=51) were asked to evaluate a series of questions asked in response to a struggling student with a learning disability. The results indicate that teachers from both groups ranked initial assessment questions highly, and questions that lowered the cognitive demand of the task much lower. Differences between math education and special education teacher educators indicate that they have different approaches to reading and vocabulary, as well as providing opportunities to reason by proposing simpler, analogous problems. Implications of these findings and directions for future research are discussed.
Recommended Citation
Sheppard, Mary E. and Wieman, Robert
(2019)
"Understanding Practice: A Pilot to Compare Mathematics Educators’ and Special Educators’ Use of Purposeful Questions,"
Journal of Human Services: Training, Research, and Practice: Vol. 4:
Iss.
2, Article 2.
Available at:
https://scholarworks.sfasu.edu/jhstrp/vol4/iss2/2
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons, Special Education and Teaching Commons
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