Document Type

Article

Publication Date

8-12-2018

Publication Title

Teacher Education and Special Education

Volume

42

Issue

2

First Page

175

Last Page

188

Abstract

In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all aspects related to using VRs in mathematical problem-solving. Implications for teacher training and development are provided.

Comments

This manuscript explores questions from a larger survey (refer to our 2016 publication also in TESE). I originally contributed to the larger project as a doctoral student when I helped the second author qualitatively code the data. (Poch, A.L.)

This manuscript explores questions from a larger survey (refer to our 2016 publication also in TESE). I originally contributed to the larger project as a doctoral student when I helped the second author qualitatively code the data. (Poch, A.L.)

This is an Accepted Manuscript of an article published by Sage in [Teacher Education and Special Education] on [August 12, 2018], available online: https://doi.org/10.1177/08884064187939

Reuse restricted to noncommercial and no derivative uses.

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