Supporting students experiencing mathematics difficulty through interdisciplinary coaching: Lessons learned from a year-long partnership.

This article describes a year-long partnership between a
group of general education mathematics teachers and
their special education researcher-coach counterparts, an
experience we call interdisciplinary coaching. The purpose
of this work was aimed at supporting teachers in adopting
and implementing an evidence-based instructional practice
intended to address the needs of students experiencing
mathematics difficulty, including students with disabilities.
Findings from this investigation indicate teachers had high
rates of satisfaction with the coaching model and that, by
some specific measures, this model demonstrates promise
for improving teachers’ assessment practice within a databased
individualization framework. We describe the unique
tensions and affordances that arose from this type of partnership
and share recommendations for how others might
engage in interdisciplinary coaching work.