In-Service and Pre-Service Special Education Teachers' Perception of NCTM Standards: Implications for Professional Development

Emad M. Alghazo, Yazan M. Alghazo
2020 International Journal of Education and Practice  
Article History Special Education teachers face increasing difficulties when teaching students with Mathematical learning disorders. The purpose of this study was to investigate whether special education pre-service and in-service teachers in a university in the Middle East are receiving proper training to deal with students with disabilities in learning mathematics. A 24-item self-developed questionnaire was distributed to a sample of 95 (N=95) special education pre-service and in-service
more » ... and in-service teachers. The analysis of the data revealed that pre-service teachers had not accomplished sufficient competency in any of the NCTM standards that are necessary for providing meaningful and useful learning experiences to their future students. However, the analysis of the data revealed that inservice teachers had sufficient competencies in all NCTM standards. These results help to contribute in informing the design and implementation of teacher education programs. Implications of these findings are further discussed along with recommendations for further development within the teacher education program for special education teachers. Contribution/Originality: The study documents the current levels of understanding of the NCTM standards among Middle Eastern special education pre-service and in-service teachers. Furthermore, the study draws attention to the needs for professional development programs that adequately prepare special education teachers for teaching mathematics to students with learning disabilities.
doi:10.18488/journal.61.2020.84.686.694 fatcat:ii3epwdycfddhm4s3j233hftqi