Analysis of Special Education Teachers’ Perception of Pedagogical Content Knowledge and Influencing Factors

2014 ◽  
Vol 49 (2) ◽  
pp. 179-196
Author(s):  
Yun-woo Jung
Keyword(s):  
Special Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Influencing Factors ◽  
Special Education Teachers ◽  
Pedagogical Content

scholarly journals Teachers’ knowledge about teaching mathematics to learning disabilities students

2020 ◽  
Vol 6 (1) ◽  
pp. 37-47
Author(s):  
Roslinda Rosli ◽  
Aze Fauziah Suib
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Content Knowledge ◽  
Special Education Teachers ◽  
Students With Learning Disabilities ◽  
Pedagogical Content ◽  
Students With Ld ◽  
Specific Teaching ◽  
The Subject ◽  
Difficult Subject

Teaching students with LD requires an arduous effort from special education (SE) teachers. Mathematics may seem to be a difficult subject,however, students with learning disabilities (LD) face more challenges in learning the subject. Even though teachers’ knowledge has been widely studied, there is few research focusing on SE teachers who teach mathematics specifically. This systematic literature review attempts to critically present what kind of knowledge that SE teachers need to teach mathematics effectively. Nineteen papers were selected from Scopus as the leading database and few supporting databases such as Sage and Science Direct. This study identified subject matter knowledge and pedagogical content knowledge as the core expertise for SE teachers with knowledge about students with LD characteristics as the supporting knowledge. This study’s contribution is the identification of these teachers’ knowledge generally and mathematically to create a specific teaching model for learning disabilities students.   Keywords: learning disabilities; mathematics ; special education teachers; teachers’ knowledge

The Effects of Using Dynabook to Prepare Special Education Teachers to Teach Proportional Reasoning

2015 ◽  
Vol 10 (1) ◽  
pp. 45-64
Author(s):  
Susan Courey ◽  
Pamela LePage ◽  
Jose Blackorby ◽  
Jody Siker ◽  
Trang Nguyen
Keyword(s):  
Special Education ◽  
Content Knowledge ◽  
Special Education Teachers ◽  
Teacher Candidates ◽  
Mathematical Thinking ◽  
Proportional Reasoning ◽  
Mixed Methods Study ◽  
Web Based ◽  
Pedagogical Content ◽  
Education College

The Dynabook research project was a collaborative effort aimed at developing and evaluating a new interactive Web-based resource for use in teacher education to improve how teachers learn to teach middle-school mathematics. This paper describes the outcomes of research during a three-year project to develop and evaluate the effectiveness of the “Dynabook.” The purpose of this mixed methods study was to understand how special education college faculty used the proportional Dynabook and how it affected the learning of teacher candidates in their courses, as it was being designed and modified over a period of three years. In the results, faculty note an improvement in the credential candidates' skills in solving proportional problems and answering pedagogical content knowledge questions, and in their mathematical thinking as measured in complexity of classroom discussions. The candidates also reported feeling more confident in their teaching of proportional reasoning, their implementation of UDL, and understanding of TPACK.

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