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Teaching mathematics: Implementation of a learning information system in a middle school special education program
Abstract
The present study was an in-depth, qualitative case study of three special education teachers and three regular education teachers who collaboratively implemented a learning information system, Accelerated Math, in a middle school special education program. The study was an investigation of the teachers' ideas, beliefs, practices, and feelings as they implemented the learning information system for the mathematics instruction of students with special needs. Perceptions of a paraeducator and a technology director were also included because these professionals had impacted the implementation of the learning information system. Profiles of the school, students, and teachers described the context in which the program was implemented. The primary purpose of this study was to examine each teacher's perceptions and practices, as well as the teachers' interactions with their peers. Data were gathered from multiple sources: interviews, classroom observations, follow-up interviews after the observations, email correspondence, and document analysis. This study, conducted within a middle school, explored seven areas related to the teachers' implementation of the learning information system: (a) perceptions of the Accelerated Math program, (b) management and organization, (c) assessment and outcomes, (d) role and responsibilities, (e) collaboration, (f) challenges and problems, and (g) support and training. The findings of this study supported the idea that teacher implementation of a learning information system was a challenging and collaborative process. The following factors were deemed critical for the effective implementation of a learning information system: (a) classroom management strategies, (b) cooperative teaching, (c) student evaluation, (d) staff training, and (e) administrative support. The findings of this study may help teachers who are considering incorporating technology into mathematics teaching with students who have special needs. This study may also aid school administrators and professionals who train teachers in designing effective training programs for both teachers and students.
Subject Area
Educational software|Mathematics education|Special education|Secondary education
Recommended Citation
Xu, Chunzhen, "Teaching mathematics: Implementation of a learning information system in a middle school special education program" (2002). ETD collection for University of Nebraska-Lincoln. AAI3074113.
https://digitalcommons.unl.edu/dissertations/AAI3074113