What is it about?

This mixed-method study explored rural Texas teachers’ perceptions of their algebra content knowledge; their comfort with strategies, interventions, and resources; and professional development experiences related to students with mathematics difficulties and disabilities.

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Why is it important?

Students with mathematics difficulties and disabilities require evidence-based instructional strategies and interventions to improve their mathematical performance. Dissemination of these practices to teachers in rural settings presents specific challenges, including lack of Internet access, few discretionary resources, and geographic isolation.

Perspectives

Our study findings suggest that rural teachers are comfortable with algebra content and curriculum, but are uncomfortable teaching students with MD or MLD. Access to quality interventions and resources in an accessible format has the potential to greatly improve algebra instruction. I am hopeful that we can begin to disseminate research findings in a more accessible manner to best meet teacher needs. Use of social media has the potential to increase dissemination of evidence-based practices and reach teachers who may not have time or access to practitioner or research journals commonly used to disseminate intervention research results.

Dr Brittany Lynn Hott
University of Oklahoma

Read the Original

This page is a summary of: Practitioner Perceptions of Algebra Strategy and Intervention Use to Support Students With Mathematics Difficulty or Disability in Rural Texas, Rural Special Education Quarterly, August 2018, SAGE Publications,
DOI: 10.1177/8756870518795494.
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