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.
Featured Image
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
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.
You can read the full text:
Contributors
The following have contributed to this page