Preservice Special Education Teachers' Experience of a Math Methods Course: Examining the Development of Personal and Pedagogical Efficacy.
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| Title: | Preservice Special Education Teachers' Experience of a Math Methods Course: Examining the Development of Personal and Pedagogical Efficacy. |
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| Authors: | Massey, Cynthia C.1 (AUTHOR) cynthiamassey@georgiasouthern.edu, Muhammad, E. Anthony1 (AUTHOR) |
| Source: | Teacher Educator. Apr-Jun2024, Vol. 59 Issue 2, p196-216. 21p. |
| Subject Terms: | *Special education teachers, *Math anxiety, *Maturation (Psychology), *Teacher educators, *Students with disabilities, *Mathematics students |
| Abstract: | Students with disabilities have scored well below their same-aged peers on national mathematics standardized tests for decades. This problem is compounded by special education teachers who lack strong content knowledge, experience math anxiety, and have poor self-confidence in their ability to teach math. This qualitative study explores three preservice special education teachers' experiences in a Math Methods course designed to encourage students to view mathematics through a growth mindset. After the course ended, individual interviews were conducted, and findings revealed personal growth in confidence and pedagogical knowledge. Components that influenced their decision included Socratic conversations centered around a mathematical mindset book study, a focus student project, and extra hands-on application time resulting from the use of the flipped instruction model. This information contributes to educator preparation literature as teacher educators work to best support future P-12 educators to impact their future students and help overcome barriers to learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Students with disabilities have scored well below their same-aged peers on national mathematics standardized tests for decades. This problem is compounded by special education teachers who lack strong content knowledge, experience math anxiety, and have poor self-confidence in their ability to teach math. This qualitative study explores three preservice special education teachers' experiences in a Math Methods course designed to encourage students to view mathematics through a growth mindset. After the course ended, individual interviews were conducted, and findings revealed personal growth in confidence and pedagogical knowledge. Components that influenced their decision included Socratic conversations centered around a mathematical mindset book study, a focus student project, and extra hands-on application time resulting from the use of the flipped instruction model. This information contributes to educator preparation literature as teacher educators work to best support future P-12 educators to impact their future students and help overcome barriers to learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 08878730 |
| DOI: | 10.1080/08878730.2023.2218860 |
