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Article
Author(s)
Chun-ip Fung
Dichen Wang
Full-Text PDF XML 842 Views
DOI:10.17265/2161-623X/2020.03.002
Affiliation(s)
Circle and Square Academy Limited, Tsuen Wan, Hong Kong
The Education University of Hong Kong, Tai Po, Hong Kong
ABSTRACT
During the last six years, we were engaged in professional development
programme for mathematics teachers of special schools for students with
intellectual disabilities (IDs). We were able to observe that mathematics
teachers of students with IDs are left in a difficult
situation where support in subject specific knowledge is lacking. Although the
knowledge of the characteristics learners with special educational needs (SENs)
as provided by psychology does help to open the door to successful teaching and
learning of these students, how to teach subject content with constraints of
students’ disabilities is left open. This paper reports some qualitative data
collected from the programme, which sorts out several key challenges in the
field of mathematics education for students with IDs and demonstrates how the
design science of mathematics education helps teachers to address teaching
problems. Based on the data, we claim that: (a) teachers’ ability to figure out
milestones and intermediate learning states within a prolonged process of
knowledge construction is crucial to teach students with IDs; and (b) using a
design science approach to create carefully designed teaching units serves a
dual role of providing teachers with teaching ideas as well as facilitating
their understanding of mathematical knowledge structure.
KEYWORDS
mathematics education for student with intellectual disabilities, teacher education, design science, knowledge structure
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