Special Education

Educational Technology

Leveraging Simulations in Preservice Preparation to Improve Mathematics Teaching for Students with Disabilities (Collaborative Research - Cohen and Jones).pptx

Target Audience:

Middle School

High School

Leveraging Simulations in Preservice Preparation to Improve Mathematics Teaching for Students with Disabilities (Collaborative Research: Cohen and Jones)

Melody Hachey — Wed, 21 Jul 2021 13:05:57 +0000

Leveraging Simulations in Preservice Preparation to Improve Mathematics Teaching for Students with Disabilities (Collaborative Research: Cohen and Jones)

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Melody Hachey Wed, 07/21/2021 - 09:05

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Principal Investigator:

Nathan Jones

Julie Cohen

The broader goal of our DRK-12 project is to develop and test whether simulated classroom experience with students with disabilities can improve elementary general educators' preparedness to support these students in mathematics. To support the tools' development, we have interviewed 22 leading mathematics and special educators to unearth tensions and points of convergence in how the respective fields conceptualize mathematics instruction. The poster will discuss implications of these findings for teacher preparation and development.

Co-PI(s): Lynsey Gibbons, University of Delaware; Robert Berry, University of Virginia

Discipline/Topic:

Disciplinary Content Knowledge

Assessment

Curriculum

Educational Technology

Developing Preservice Teachers' Capacity to Teach Students with Learning Disabilities in Algebra I.ppt

Target Audience:

Elementary School

Developing Preservice Teachers' Capacity to Teach Students with Learning Disabilities in Algebra I

Melody Hachey — Tue, 20 Jul 2021 17:24:20 +0000

Developing Preservice Teachers' Capacity to Teach Students with Learning Disabilities in Algebra I

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Melody Hachey Tue, 07/20/2021 - 13:24

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Principal Investigator:

Casey Hord

Project researchers are training pre-service teachers to tutor students with learning disabilities in Algebra 1, combining principles from special education, mathematics education, and cognitive psychology. The trainings emphasize the use of gestures and strategic questioning to support students with learning disabilities and to build studentsâ€™ understanding in Algebra 1. These trainings will prepare tutors to address the challenges that students with learning disabilities often faceâ€”especially challenges related to working memoryâ€”and to build on students' strengths as they engage with Algebra 1.

Co-PI(s): Anna DeJarnette, University of Cincinnati

Discipline/Topic:

Pedagogical Content Knowledge

Classroom Practice

Professional Development

Strengthening Mathematics Intervention Classes.pdf

Target Audience:

High School

Strengthening Mathematics Intervention Classes: Identifying and Addressing Challenges to Improve Instruction for Struggling Learners

Cadre-Admin — Thu, 15 Jul 2021 14:30:46 +0000

Strengthening Mathematics Intervention Classes: Identifying and Addressing Challenges to Improve Instruction for Struggling Learners

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Cadre-Admin Thu, 07/15/2021 - 10:30

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Principal Investigator:

Amy Brodesky

The SMI project's goals are to: 1) study the current landscape of mathematics intervention classes at the middle grades, and 2) create PD to strengthen intervention teachers' practices for supporting students with mathematics difficulties/disabilities. We conducted an observational study and a national survey of schools' intervention practices Then, we designed and pilot-tested an innovative, hybrid PD course, for intervention teachers, that includes accessible mathematics tasks, formative assessment approaches, student work samples and classroom assignments.

Learn More: Project Website | SMI National Survey Executive Summary | NASSP Publication | NCTM Article

Discipline/Topic:

Disciplinary Content Knowledge

Professional Development

Target Audience:

Middle School

CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities

Melody Hachey — Wed, 07 Jul 2021 12:51:56 +0000

CAREER: Fraction Activities and Assessments for Conceptual Teaching (FAACT) for Students with Learning Disabilities

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Melody Hachey Wed, 07/07/2021 - 08:51

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NSF Poster_1.pdf

Principal Investigator:

Jessica Hunt

This poster describes the outcomes, dissemination, and scaling of project work from "Fraction Activities and Assessment for Conceptual Teaching (FAACT)." We describe the results of a pilot study for FAACT, free curriculum materials, and how the work has been translated to a new game based project, Model Mathematics Education (ModelME). A link to an intro video for ModelMe's game based curriculum will be shared.

Co-PI(s): Matthew Marino and Michelle Taub, University of Central Florida

Discipline/Topic:

Assessment