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Elementary General Education Teachers' Perceptions of Effective Math Instruction for Students with Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elementary General Education Teachers' Perceptions of Effective Math Instruction for Students with Disabilities./
作者:	Denk, Donna.
面頁冊數:	1 online resource (113 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29390646click for full text (PQDT)
ISBN:	9798841788843

Elementary General Education Teachers' Perceptions of Effective Math Instruction for Students with Disabilities.
Denk, Donna.

Elementary General Education Teachers' Perceptions of Effective Math Instruction for Students with Disabilities. - 1 online resource (113 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ed.D.)--Walden University, 2022.

Includes bibliographical references

Barriers to implementing effective math instruction have been a focus of scholars because they are a problem in supporting students with disabilities. Researchers have demonstrated that general education teachers often have little knowledge about effective interventions for students with disabilities and the barriers to achieving such instruction. The purpose of this study was to investigate and understand general education teachers' perceptions of effective math instruction, and barriers to it, for fourth and fifth grade students with disabilities. The conceptual framework was based on Baroody's stages of math fact acquisition, which predicates that three developmental stages should be the basis for developing basic math fact fluency for students with disabilities. The research questions were used to investigate participants' knowledge of barriers to effective math instruction in a large school system in a southeastern state. Using a basic qualitative design, data from interviews with 11 general education teachers were collected and analyzed using open and axial coding. The results indicated that participants are aware of (a) the need for training for effective math instruction, (b) the need for more time to teach and implement math strategies, (c) the need for resources to meet math needs, (d) learning disabilities as barriers to teaching effective math instruction, and (e) challenges with curriculum when implementing math strategies. This study contributes to positive social change because administrators and other stakeholders may gain a greater understanding of teachers' perceptions of effective math instruction for students with disabilities. This will ultimately help to improve math experiences for these students.

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

Mode of access: World Wide Web

ISBN: 9798841788843Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Math instructionIndex Terms--Genre/Form:

542853
Electronic books.

Elementary General Education Teachers' Perceptions of Effective Math Instruction for Students with Disabilities.
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504 $a Includes bibliographical references
520 $a Barriers to implementing effective math instruction have been a focus of scholars because they are a problem in supporting students with disabilities. Researchers have demonstrated that general education teachers often have little knowledge about effective interventions for students with disabilities and the barriers to achieving such instruction. The purpose of this study was to investigate and understand general education teachers' perceptions of effective math instruction, and barriers to it, for fourth and fifth grade students with disabilities. The conceptual framework was based on Baroody's stages of math fact acquisition, which predicates that three developmental stages should be the basis for developing basic math fact fluency for students with disabilities. The research questions were used to investigate participants' knowledge of barriers to effective math instruction in a large school system in a southeastern state. Using a basic qualitative design, data from interviews with 11 general education teachers were collected and analyzed using open and axial coding. The results indicated that participants are aware of (a) the need for training for effective math instruction, (b) the need for more time to teach and implement math strategies, (c) the need for resources to meet math needs, (d) learning disabilities as barriers to teaching effective math instruction, and (e) challenges with curriculum when implementing math strategies. This study contributes to positive social change because administrators and other stakeholders may gain a greater understanding of teachers' perceptions of effective math instruction for students with disabilities. This will ultimately help to improve math experiences for these students.
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538 $a Mode of access: World Wide Web
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