Document Type

Conference Proceeding

Disciplines

Education

Abstract

The purpose of this study was to understand teachers’ mathematical content knowledge, self-efficacy, problem solving abilities, and teacher beliefs in an elementary education mathematics methods course for special education teachers in the New York City Teaching Fellows and Teach for America alternative certification programs. Findings revealed a significant increase in mathematical knowledge and self-efficacy. Additionally, teachers were found to have high self-efficacy and strong problem solving abilities. Teachers generally found that helping students with disabilities learn mathematics was the biggest issue in their teaching, and that the use of technology and manipulatives were the most important topics in their learning.

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