Examining General Educators' Instructional Practices Teaching Mathematics to K-8 Students with Disabilities

Examining General Educators’ Instructional Practices Teaching Mathematics to K-8 Students with Disabilities by Kendra Michelle Cumberland MSEd, Walden University, 2010 BS, Trinity Christian College, 2006 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University September 2019 Abstract A disparity in the mathematics performance between students with disabilities (SWDs) and students without disabilities in K-8 grades in international schools may lead to a lack of opportunities for SWDs to take advanced mathematics classes and enter mathematicsrelated college programs and careers. This problem may be increased if K-8 teachers of SWDs do not use social-constructivist-based practices needed for effective mathematics teaching. The purpose of this bounded qualitative exploratory case study was to explore the constructivist-based practices teachers applied in the mathematics K-8 classrooms for SWDs. Vygotsky’s social-constructivism theory was used to guide this study. The research question addressed which social-constructivist principles were used to instruct K-8 SWDs to learn mathematics. Eight K-8 mathematics teachers from 5 international schools were purposefully chosen and volunteered to complete a qualitative questionnaire and to participate in a semistructured interview. Data were analyzed thematically using a priori, open, and axial coding strategies and related to the conceptual framework. Teachers reported building relationships with SWDs to guide and use differentiated instruction, fostering student efficacy, and integrating real-world context and activities in their mathematics instruction. Based on the findings, it is recommended that teachers use self-reflection to align their teaching practices with social-constructivist principles and use self-reflection and feedback opportunities with SWDs to discuss student learning. This endeavor may contribute to positive social change when administrators encourage teachers to use self-reflection and self-assessment of their mathematics instruction to lead SWDs to increased motivation, engagement, and learning, which may result in more options for college majors and career paths for SWDs.A disparity in the mathematics performance between students with disabilities (SWDs) and students without disabilities in K-8 grades in international schools may lead to a lack of opportunities for SWDs to take advanced mathematics classes and enter mathematicsrelated college programs and careers. This problem may be increased if K-8 teachers of SWDs do not use social-constructivist-based practices needed for effective mathematics teaching. The purpose of this bounded qualitative exploratory case study was to explore the constructivist-based practices teachers applied in the mathematics K-8 classrooms for SWDs. Vygotsky’s social-constructivism theory was used to guide this study. The research question addressed which social-constructivist principles were used to instruct K-8 SWDs to learn mathematics. Eight K-8 mathematics teachers from 5 international schools were purposefully chosen and volunteered to complete a qualitative questionnaire and to participate in a semistructured interview. Data were analyzed thematically using a priori, open, and axial coding strategies and related to the conceptual framework. Teachers reported building relationships with SWDs to guide and use differentiated instruction, fostering student efficacy, and integrating real-world context and activities in their mathematics instruction. Based on the findings, it is recommended that teachers use self-reflection to align their teaching practices with social-constructivist principles and use self-reflection and feedback opportunities with SWDs to discuss student learning. This endeavor may contribute to positive social change when administrators encourage teachers to use self-reflection and self-assessment of their mathematics instruction to lead SWDs to increased motivation, engagement, and learning, which may result in more options for college majors and career paths for SWDs. Examining General Educators’ Instructional Practices Teaching Mathematics to K-8 Students with Disabilities by Kendra Michelle Cumberland MS, Walden University, 2010 BS, Trinity Christian College, 2006 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University September 2019 Dedication This study is dedicated to my grandmothers, Nanny and Grandma Reuben, who encouraged me to take every opportunity to learn and bolstered my passion for working with students with special needs, and to the One in whose image each student was created. Soli Deo Gloria. Acknowledgments This journey has been longer than planned and has taught me a great deal about myself. I would not be at this final step were it not for the help and support of a number of family members and friends. I would like to thank my parents and siblings for their support and faith in me. I owe a special thank you to Uncle Jon Weber, PhD for his support with my proposal process. Additionally, I want to thank MB and RD for their prayers, encouragement, and listening ears along the way. Finally I would like to thank my committee members, Dr. Derek Schroll, Dr. Jay Miller, and Dr. Mary Howe for their guidance throughout this arduous process.