Teachers’ views of the mathematical capabilities of students with disabilities: A mixed methods study

Research output: Contribution to journalArticlepeer-review

Abstract

Most students with disabilities receive the majority of their instruction in general education classrooms. Yet, general education teachers persistently describe feeling unprepared to academically support students with disabilities in those spaces. Because disabled students are typically excluded from mathematics education research, and because special education researchers typically describe mathematics teaching and learning in ways that are incongruent with ambitious mathematics instruction, there is arguably a lack of guidance for these teachers. In the absence of clear guidance, teachers may turn to the well-established mathematical ability hierarchy, which positions disabled students (among others) as less capable.
Original languageEnglish (US)
Pages (from-to)178–202
Number of pages24
JournalTeachers College Record
Volume125
Issue number2
DOIs
StatePublished - 2023

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