Education Sciences

Research

Jump to: Review

11 pages, 1086 KiB

Open AccessArticle

Promoting Interdisciplinary Research Collaboration among Mathematics and Special Education Researchers

by John K. Lannin, Jessica Rodrigues, Delinda van Garderen, Qingli Lei, Emily L. Singell and Salima Karim

Educ. Sci. 2023, 13(11), 1150; https://doi.org/10.3390/educsci13111150 - 17 Nov 2023

Viewed by 1111

Abstract

This manuscript provides a theoretical framing of a collaborative research design effort among mathematics education and special education researchers. To gain insight into the current state of research on mathematics learning, we drew on how researchers in mathematics education and special education have [...] Read more.

This manuscript provides a theoretical framing of a collaborative research design effort among mathematics education and special education researchers. To gain insight into the current state of research on mathematics learning, we drew on how researchers in mathematics education and special education have defined and operationalized the term ‘mathematical concept’ related to the learning of fractions. Using this information, we designed a future study that focuses on and connects prior research in mathematics and special education. We conclude by discussing the implications of such collaborative research efforts. Full article

(This article belongs to the Special Issue Mathematics Education for Students with Learning Disabilities)

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16 pages, 252 KiB

Open AccessArticle

An Interdisciplinary Learning Community of Education and Psychology Majors

by Shelby Yates and Casey Hord

Educ. Sci. 2023, 13(8), 767; https://doi.org/10.3390/educsci13080767 - 27 Jul 2023

Viewed by 730

Abstract

The researchers conducted a qualitative case study to describe the experiences (over the course of a semester) of an interdisciplinary team of three special education and three psychology undergraduates who participated in a relational learning community and a graduate student who designed and [...] Read more.

The researchers conducted a qualitative case study to describe the experiences (over the course of a semester) of an interdisciplinary team of three special education and three psychology undergraduates who participated in a relational learning community and a graduate student who designed and facilitated this learning community. An Associate Professor and special education researcher oversaw and co-facilitated the project. The design of the learning community promoted the building of rapport and trust among the group members and the progress of the group toward a common goal of incorporating principles from psychology to develop teaching strategies for students who are struggling in math and experiencing severe math anxiety. Gathering more frequent and individualized feedback would have helped the learning community facilitator make some key adjustments earlier in the project, but the incorporation of rapport building activities that supported trust and collaboration among the group was supportive of group progress toward a common goal. We learned key lessons about how to design and implement a learning community that can be applied to the field of education, interdisciplinary collaboration, and other contexts. Full article

(This article belongs to the Special Issue Mathematics Education for Students with Learning Disabilities)

10 pages, 209 KiB

Open AccessArticle

Preservice Special Education Teachers’ Perceptions of Field Experience with English-Language Learner Students

by David L. Adams and Casey Hord

Educ. Sci. 2023, 13(7), 726; https://doi.org/10.3390/educsci13070726 - 17 Jul 2023

Viewed by 1125

Abstract

In the United States, students are increasingly diverse in their academic and linguistic abilities. The specialization of teaching professionals has been the primary method used in order to respond to this increase. Programs for these professionals have largely been siloed along the dichotomous [...] Read more.

In the United States, students are increasingly diverse in their academic and linguistic abilities. The specialization of teaching professionals has been the primary method used in order to respond to this increase. Programs for these professionals have largely been siloed along the dichotomous groupings of students identified in law, namely, disabled/nondisabled or English proficient/nonproficient. However, the reality of students is much more complex and interdisciplinary approaches present an opportunity for meeting the realistic needs of all students. This study used a one-time, open-ended survey to gather the perceptions of four preservice special education teachers who worked collaboratively with students identified as English-Language Learners (ELL) and their teacher. These perceptions were analyzed in light of recent literature calling for increased collaboration among professionals in special and bilingual education. Full article

(This article belongs to the Special Issue Mathematics Education for Students with Learning Disabilities)

20 pages, 2702 KiB

Open AccessArticle

Effect of Model-Based Problem Solving on Error Patterns of At-Risk Students in Solving Additive Word Problems

by Yan Ping Xin, Soo Jung Kim, Jingyuan Zhang, Qingli Lei, Büşra Yılmaz Yenioğlu, Samed Yenioğlu and Xiaojun Ma

Educ. Sci. 2023, 13(7), 714; https://doi.org/10.3390/educsci13070714 - 14 Jul 2023

Viewed by 1722

Abstract

Students with learning disabilities/difficulties in mathematics often apply ineffective procedures to solve word problems due to a lack of conceptual understanding of word problem solving, which results in poor mathematics performance and falling further behind the normal achievements of their peers. Current mathematics [...] Read more.

Students with learning disabilities/difficulties in mathematics often apply ineffective procedures to solve word problems due to a lack of conceptual understanding of word problem solving, which results in poor mathematics performance and falling further behind the normal achievements of their peers. Current mathematics curriculum standards emphasize conceptual understanding in problem solving as well as higher-order thinking and reasoning, including all students. The purpose of this study was to evaluate the impact of a computer-assisted model-based problem-solving intervention program (MBPS) on elementary students’ word problem-solving performance by analyzing the error patterns. Results indicate that after the MBPS intervention, participants significantly improved their problem-solving performance and made fewer errors in solving problems across a range of additive word problem situations. Specifically, the participating students made their attempt to represent the mathematical relation, decontextualized from the word problem story, in the model equation before solving the problem, rather than blindly applying an operation or relying on the “keyword” strategy as they did during the preassessment. Implications of the study are discussed in the context of the National Council of Teachers of Mathematics’ calling for teaching big ideas to help students develop a deep understanding of mathematics knowledge. Full article

(This article belongs to the Special Issue Mathematics Education for Students with Learning Disabilities)

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24 pages, 1663 KiB

Open AccessArticle

Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest

by Jessica H. Hunt, Michelle Taub, Matthew Marino, Alejandra Duarte, Brianna Bentley, Kenneth Holman and Adrian Kuhlman

Educ. Sci. 2023, 13(7), 646; https://doi.org/10.3390/educsci13070646 - 25 Jun 2023

Cited by 2 | Viewed by 1570

Abstract

People with disabilities are underrepresented in STEM as well as information, communication, and technology (ICT) careers. The underrepresentation of individuals with disabilities in STEM may reflect systemic issues of access. Curricular materials that allow students to demonstrate their current fraction knowledge through multiple [...] Read more.

People with disabilities are underrepresented in STEM as well as information, communication, and technology (ICT) careers. The underrepresentation of individuals with disabilities in STEM may reflect systemic issues of access. Curricular materials that allow students to demonstrate their current fraction knowledge through multiple means and provide opportunities to share and explain their thinking with others may address issues of access students face in elementary school. In this study, we employed a sequential mixed-methods design to investigate how game-enhanced fraction intervention impacts students’ fraction knowledge, engagement, and STEM interests. Quantitative results revealed statistically significant effects of the program on students’ fraction understanding and engagement but not their STEM interest. Qualitative analyses revealed three themes—(1) Accessible, Enjoyable Learning, (2) Can’t Relate, and (3) Dreaming Bigger—that provided contextual backing for the quantitative results. Implications for future research and development are shared. Full article

(This article belongs to the Special Issue Mathematics Education for Students with Learning Disabilities)

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19 pages, 363 KiB

Open AccessArticle

Future Mathematics Teachers’ Perceptions towards Inclusion in Secondary Education: University of Granada

by Emilio Crisol-Moya, María Jesús Caurcel-Cara, Paula Peregrina-Nievas and Carmen del Pilar Gallardo-Montes

Educ. Sci. 2023, 13(3), 245; https://doi.org/10.3390/educsci13030245 - 25 Feb 2023

Cited by 2 | Viewed by 1381

Abstract

Designing and implementing inclusive practices is considered one of the basic actions for the construction of inclusive education. Actions depend largely on teachers’ attitudes, which can be modified by the training they receive. This study analyzes 73 future mathematics teachers’ perceptions of the [...] Read more.

Designing and implementing inclusive practices is considered one of the basic actions for the construction of inclusive education. Actions depend largely on teachers’ attitudes, which can be modified by the training they receive. This study analyzes 73 future mathematics teachers’ perceptions of the diversity training received in the Master in Compulsory Secondary Education and Post-Secondary, Vocational Training and Language Teaching (MAES), as well as their attitudes towards diversity at the University of Granada (Spain). The participants’ ages ranged from 22 to 50 years (M = 27.12, SD = 6.45); 47.9% were cisgender women and 52.1% were cisgender men. This research was a non-experimental, descriptive, and multivariate study, developed under the assumption of the quantitative methodological paradigm. The result revealed that attention to diversity should play an important role in the teachers’ future teaching practice. Nevertheless, they were dissatisfied with the initial training received, considered themselves not qualified enough to face diversity in their classrooms, and they had an ambivalent attitude toward attention to diversity. However, attitudes and educational levels were more favorable in the case of women, older participants, and among those who had had contact with people with SNES. It is concluded that it is appropriate to continue to influence the attitudes in relation to this issue, since pedagogical training on the factors that condition the teaching–learning process in terms of attention to diversity provides greater effectiveness in this field. Full article

(This article belongs to the Special Issue Mathematics Education for Students with Learning Disabilities)

16 pages, 284 KiB

Open AccessArticle

Numeracy for Adults with Learning Disabilities: A Focus on Concepts of Time

by Lorraine Gaunt

Educ. Sci. 2022, 12(12), 868; https://doi.org/10.3390/educsci12120868 - 27 Nov 2022

Cited by 1 | Viewed by 1922

Abstract

Being numerate is a vital skill for participating in the community and helps individuals to become active and informed citizens. Understanding concepts of time supports adults to organise and participate in crucial tasks, both at home and at work. This research explored how [...] Read more.

Being numerate is a vital skill for participating in the community and helps individuals to become active and informed citizens. Understanding concepts of time supports adults to organise and participate in crucial tasks, both at home and at work. This research explored how two adults with learning disabilities used concepts of time in their workplaces. Data were collected using observations and interviews to establish participants’ current understandings and applications of concepts of time in their workplaces, and the numeracy demands of their work tasks. Results demonstrated that participants required deep understandings of duration and succession concepts of time to be more actively involved in their workplace tasks. The findings demonstrate the need for individuals with learning disabilities to develop abstract concepts of time throughout their learning and highlight the scant attention paid to these concepts in the school curriculum. Recommendations for how to support an understanding of these important concepts within the school curriculum are made. Full article

(This article belongs to the Special Issue Mathematics Education for Students with Learning Disabilities)

Review

Jump to: Research

17 pages, 496 KiB

Open AccessReview

Mathematics, Learning Disabilities, and Learning Styles: A Review of Perspectives Published by the National Council of Teachers of Mathematics

by Candace Joswick, Lisa Skultety and Amanda A. Olsen

Educ. Sci. 2023, 13(10), 1023; https://doi.org/10.3390/educsci13101023 - 10 Oct 2023

Cited by 2 | Viewed by 2078

Abstract

Learning styles is the idea that there are unique ways in which individuals approach learning and process information. Though refuted, the idea of learning styles has not declined in peer-reviewed reports of empirical studies or teacher/practitioner resources. Some reports have also used learning [...] Read more.

Learning styles is the idea that there are unique ways in which individuals approach learning and process information. Though refuted, the idea of learning styles has not declined in peer-reviewed reports of empirical studies or teacher/practitioner resources. Some reports have also used learning styles as a tool for improving the mathematics education of students with learning disabilities—an area of interest for mathematics education and special education communities alike. In this paper, we review articles published by the National Council of Teachers of Mathematics to investigate the perspectives of learning styles at the intersection of mathematics education and learning disabilities. Analyses highlight the relationship between mathematics education, learning disabilities, and learning styles, and the varied meanings and perspectives of the articles’ authors. Of note is both the perpetuation of unfounded concepts and the lackluster response to explicit contests of the idea of learning styles. Full article

(This article belongs to the Special Issue Mathematics Education for Students with Learning Disabilities)

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