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Elementary Special Education Teachers' Beliefs about Mathematics and Mathematics Teaching and Learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elementary Special Education Teachers' Beliefs about Mathematics and Mathematics Teaching and Learning./
作者:	Fitchett, Michael T.
面頁冊數:	1 online resource (151 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29209617click for full text (PQDT)
ISBN:	9798438743323

Elementary Special Education Teachers' Beliefs about Mathematics and Mathematics Teaching and Learning.
Fitchett, Michael T.

Elementary Special Education Teachers' Beliefs about Mathematics and Mathematics Teaching and Learning. - 1 online resource (151 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--San Diego State University, 2022.

Includes bibliographical references

Teachers' beliefs are importantly linked to teachers' classroom actions and, ultimately, to student achievement. Although much is known about general education teachers' beliefs about how children learn mathematics and mathematics instruction, there is little known about special education teachers' beliefs. This study then examined special education elementary school teachers' beliefs about how students learn, and beliefs about mathematics instruction. Thirty-six special education teachers who support Grades 2through 5 students with learning disabilities in the mild to moderate range of disability participated in two surveys, a Likert Scale and Constructed Response Survey. The surveys were followed by semi-structured interviews with four participants. Findings from the Constructed Response Survey showed that the majority of special education teachers provided little or no evidence that children can solve problems in novel ways before being shown how to solve such problems, and that, during interactions related to mathematics learning, the teacher should allow the children to do as much of the thinking as possible. Implications from this study include the need to provide professional development that helps special education teachers move from a deficit-based model(instruction based on a child's lack of knowledge) to an asset-based model (instruction based on a child's existing knowledge). These findings allow educational leaders to begin to strengthen special education teachers' beliefs that all students, whether identified with learning disabilities or not, have informal knowledge upon which teachers can build.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798438743323Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Teacher's beliefsIndex Terms--Genre/Form:

542853
Electronic books.

Elementary Special Education Teachers' Beliefs about Mathematics and Mathematics Teaching and Learning.
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