The use of a collaborative math tutoring model to improve content knowledge among special education teacher candidates

The mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teacher...

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Bibliographic Details
Published in:Mentoring & tutoring 2018-05, Vol.26 (3), p.305-319
Main Authors: Watt, Sarah J., Wasburn-Moses, Leah
Format: Article
Language:English
Subjects:
Achievement Gap
Collaboration
Cooperative Learning
Grade 6
Grade 7
Grade 8
math
Mathematics
Mathematics Achievement
Mathematics Instruction
Middle School Students
Pedagogical Content Knowledge
Preservice Teachers
Special Education
special education teacher education
Special Education Teachers
specialized content knowledge
Teacher education
Teacher Education Programs
Tutorial Programs
Tutoring
Tutors
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Summary:The mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teachers. Results indicate that the experience was effective at improving preservice teachers' higher level math content knowledge compared to teachers who did not receive experiential math learning in their teacher preparation. Implications for preservice teacher preparation programs are presented.
ISSN:1361-1267
1469-9745
DOI:10.1080/13611267.2018.1511950