Novice Special Educators’ Instructional Practices, Communication Patterns, and Content Knowledge for Teaching Mathematics

Abstract

In this study, the authors examine the influence of teacher and student communication patterns, instructional practices, and teacher pedagogical content knowledge on students’ mathematics learning in both general and special education mathematics classrooms. Five pre-service special education teachers in field placements and 43 students with varying disabilities participated in this study. Observations of teachers during mathematics lessons and follow-up interviews were conducted. Students in these settings completed a pretest and posttest of mathematics content taught over 6 weeks of instruction. Results reveal two sets of instructional practices, communication patterns, and teacher understandings of mathematics for teaching that differentially affected student performance. Implications are discussed for teacher education and further research.