Child, Youth, and Family Studies, Department of
Date of this Version
2014
Citation
Buchheister, K., Jackson, C., & Taylor, C. (2014). Integrating universal design and response to intervention in methods courses for general education mathematics teachers. Journal of Mathematics Education at Teachers College, 5(2), 63 - 71.
Abstract
Traditionally, teacher education programs have placed little emphasis on preparing mathematics teachers to work with students who struggle in mathematics. Therefore, it is crucial that mathematics teacher educators explicitly prepare prospective teachers to instruct students who struggle with mathematics by providing strategies and practices that specifically address their needs. In this study, we describe the principles of Universal Design for Learning and Response to Intervention. More specifically, we discuss how one Mathematics Teacher Educator uses these frame works in her mathematics methods course to help prospective teachers become cognizant of early interventions and effective strategies that can be implemented to provide all students with the greatest opportunity to learn.
Included in
Early Childhood Education Commons, Elementary Education Commons, Science and Mathematics Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons