Back to Search Start Over

Visual Representation in Mathematics: Special Education Teachers' Knowledge and Emphasis for Instruction

Authors :
van Garderen, Delinda
Scheuermann, Amy
Poch, Apryl
Murray, Mary M.
Source :
Teacher Education and Special Education. Feb 2018 41(1):7-23.
Publication Year :
2018

Abstract

The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators' knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators' own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, however, lack depth and are narrow in perspective; (b) what teachers emphasize about VRs to SWDs tends to match their own conceptions, but the explanations they provide for SWDs need expanding and refinement; and (c) given their narrow conceptions, VRs may be limited to a peripheral role in special educators' instruction.

Details

Language :
English
ISSN :
0888-4064
Volume :
41
Issue :
1
Database :
ERIC
Journal :
Teacher Education and Special Education
Publication Type :
Academic Journal
Accession number :
EJ1165547
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1177/0888406416665448