Primary special school teachers' knowledge and beliefs about supporting learning in numeracy

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Moscardini, Lio (2015) Primary special school teachers' knowledge and beliefs about supporting learning in numeracy. Journal of Research in Special Educational Needs, 15 (1). pp. 37-47. ISSN 1471-3802 (https://doi.org/10.1111/1471-3802.12042)

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Abstract

This paper presents findings from a qualitative study of a group of 12 teachers in primary special schools in Scotland for children with moderate learning difficulties. It sets out an analysis of classroom observations and interviews that explored teachers' knowledge and beliefs about teaching and learning in mathematics with children with moderate learning difficulties. The teachers were interviewed pre- and post-intervention; this was a research-based professional development programme in children's mathematical thinking (Cognitively Guided Instruction) which teachers then developed in their classrooms. The findings showed that prior to the professional development, the teachers had a limited knowledge of children's mathematical development with teaching frequently informed by intuitive beliefs and dated and sometimes discredited practices. Most teachers had low expectations of children with learning difficulties. Post-intervention, the teachers reviewed this stance and affirmed that a deeper understanding of children's mathematical thinking provided a more secure knowledge base for instruction. They also recognised the extent to which learners were constrained by existing classroom practices. The paper argues for the commonality of this knowledge base and considers the problematic nature of viewing such knowledge as sector specific.

ORCID iDs

Moscardini, Lio ORCID logoORCID: https://orcid.org/0000-0002-4508-5621;
  • Item type:Article
    ID code:49596
    Dates:
    Date
    Event
    1 January 2015
    Published
    23 October 2013
    Published Online
    Notes:This is the peer reviewed version of the following article: Moscardini, L. (2015). Primary special school teachers' knowledge and beliefs about supporting learning in numeracy. Journal of Research in Special Educational Needs, 15(1), 37-47, which has been published in final form at http://dx.doi.org/10.1111/1471-3802.12042. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
    Subjects:Education > Special aspects of education
    Department:Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
    Depositing user: Pure Administrator
    Date deposited:06 Oct 2014 10:05
    Last modified:16 Dec 2024 03:56
    URI:https://strathprints.strath.ac.uk/id/eprint/49596
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