Teacher-Reported Use of Empirically Validated and Standards-Based Instructional Approaches in Secondary Mathematics:

A random sample of 167 secondary special and general educators who taught math to students with emotional and behavioral disorders (EBD) and learning disabilities (LD) responded to a mail survey. The survey examined teacher perceptions of (a) definition of math; (b) familiarity with course topics; (c) effectiveness of methods courses; (d) preparation to use and frequency of use of effective instructional strategies; and (e) factors contributing to the use of effective instructional strategies. The number of methods courses taken by teachers uniquely and significantly contributed to the number of effective instructional approaches that both general and special educators reported using. Significantly more special educators than general educators reported the use of specific, empirically validated instructional practices. Additional results, implications, and suggestions for future research are provided.

[1]  Paula Maccini,et al.  Mathematics Instructional Practices and Assessment Accommodations by Secondary Special and General Educators , 2006 .

[2]  S. Graham,et al.  Primary grade teachers' instructional adaptations for struggling writers: A national survey , 2003 .

[3]  Cecil D. Mercer,et al.  Teaching Algebra to Students with Learning Difficulties: An Investigation of an Explicit Instruction Model , 2003 .

[4]  M. Montague,et al.  Meeting the Challenge of Mathematics Reform for Students with LD , 2002 .

[5]  Joseph Calvin Gagnon,et al.  Perceptions and Application of NCTM Standards by Special and General Education Teachers , 2002 .

[6]  Mary Heinrichs,et al.  Weighing the Benefits of Anchored Math Instruction for Students with Disabilities in General Education Classes , 2002 .

[7]  Joseph Calvin Gagnon,et al.  Perceptions and application of NCTM's standards by special and general education teachers: Implications for practice for secondary students with emotional and learning disabilities , 2002 .

[8]  Ronald C. Serlin,et al.  Anchoring Adolescents' Understanding of Math Concepts in Rich Problem-Solving Environments , 2001 .

[9]  Lynn S. Fuchs,et al.  Effects of Computer-Based Test Accommodations on Mathematics Performance Assessments for Secondary Students with Learning Disabilities , 2000 .

[10]  Paula Maccini,et al.  Effects of a Graduated Instructional Sequence on the Algebraic Subtraction of Integers by Secondary Students with Learning Disabilities , 2000 .

[11]  Charles A. Hughes,et al.  Effects of a Problem-Solving Strategy on the Introductory Algebra Performance of Secondary Students With Learning Disabilities , 2000 .

[12]  A. Su,et al.  The National Council of Teachers of Mathematics , 1932, The Mathematical Gazette.

[13]  Paula Maccini,et al.  Best Practices for Teaching Mathematics to Secondary Students with Special Needs , 2000 .

[14]  Brian A. Bottge,et al.  Effects of Contextualized Math Instruction on Problem Solving of Average and Below-Average Achieving Students , 1999 .

[15]  David McNaughton,et al.  Algebra Instruction for Students with Learning Disabilities: Implications from a Research Review , 1999 .

[16]  P. Gunter,et al.  Trends and Issues in Research regarding Academic Instruction of Students with Emotional and Behavioral Disorders , 1998 .

[17]  A. Manouchehri.  Mathematics Curriculum Reform and Teachers: What are the Dilemmas? , 1998 .

[18]  D. Allsopp.  Using Classwide Peer Tutoring to Teach Beginning Algebra Problem-Solving Skills in Heterogeneous Classrooms , 1997 .

[19]  Robert J. Quinn,et al.  Effects of Mathematics Methods Courses on the Mathematical Attitudes and Content Knowledge of Preservice Teachers , 1997 .

[20]  J. Cawley,et al.  Preparing Teachers to Teach Mathematics to Students with Learning Disabilities , 1997, Journal of learning disabilities.

[21]  B. Bernstein.  Message and Meaning: The Third International Math and Science Study. , 1997 .

[22]  David H. Monk,et al.  Subject area preparation of secondary mathematics and science teachers and student achievement , 1994 .

[23]  Sonya C. Carr,et al.  The Effects of Self-Monitoring of Academic Accuracy and Productivity on the Performance of Students with Behavioral Disorders , 1993 .

[24]  Student Teachers' Mathematical Backgrounds and Attainment of their Secondary Students , 1993 .

[25]  B. Bottge,et al.  A Comparison of Two Approaches for Teaching Complex, Authentic Mathematics Problems to Adolescents in Remedial Math Classes , 1993, Exceptional children.

[26]  N. Hutchinson.  Effects of Cognitive Strategy Instruction on Algebra Problem Solving of Adolescents with Learning Disabilities , 1993 .

[27]  M. Prater,et al.  The Effects of Peer Tutoring and Self-Management Training on On-Task, Academic, and Disruptive Behaviors , 1993 .

[28]  D. Carnine,et al.  Student Error Patterns as a Function of Curriculum Design , 1990, Journal of learning disabilities.

[29]  Candace S. Bos,et al.  Cognitive and metacognitive characteristics of eighth grade students' mathematical problem solving , 1990 .

[30]  Douglas Carnine,et al.  Evaluating Curriculum Design in the Context of Active Teaching , 1989 .

[31]  Bob Algozzine,et al.  Analysis of Mathematics Competence of Learning Disabled Adolescents , 1987 .

[32]  A. Thompson.  The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice , 1984 .

[33]  E. Nida.  Message and Meaning , 1984 .

[34]  Ann L. Brown,et al.  Inducing Strategic Learning from Texts by Means of Informed, Self-Control Training. Technical Report No. 262. , 1982 .

[35]  Jon A. Krosnick,et al.  An introduction to survey research and data analysis, 2nd ed. , 1977 .

[36]  L. Rabkin.  Passive Aggressiveness and Learning , 1965, Exceptional children.