Paper Status Tracking
Contact us
[email protected]
Click here to send a message to me 3275638434
Paper Publishing WeChat

Article
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

Cite this paper

References

About | Terms & Conditions | Issue | Privacy | Contact us
Copyright © 2001 - David Publishing Company All rights reserved, www.davidpublisher.com
3 Germay Dr., Unit 4 #4651, Wilmington DE 19804; Tel: 1-323-984-7526; Email: [email protected]