Evidence-Based Practices to Teach Mathematics to Secondary Students with Disabilities
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| Title: | Evidence-Based Practices to Teach Mathematics to Secondary Students with Disabilities |
|---|---|
| Language: | English |
| Authors: | Dawn A. Rowe (ORCID |
| Source: | Journal of Special Education. 2025 59(3):169-180. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) Rehabilitation Services Administration (RSA) (ED/OSERS) |
| Contract Number: | H326E200003 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Evidence Based Practice, Mathematics Instruction, Mathematics Skills, Secondary School Students, Instructional Effectiveness, Concept Formation, Problem Solving, Relevance (Education), Schemata (Cognition), Cognitive Processes, Video Technology, Modeling (Psychology), Technology Uses in Education, Manipulative Materials |
| DOI: | 10.1177/00224669251325798 |
| ISSN: | 0022-4669 1538-4764 |
| Abstract: | Mathematics skills are crucial in the current job market; however, many students with disabilities are graduating high school with limited mathematics knowledge and skills. Mathematics skills are fundamental for navigating the complexities of everyday life after high school, extending their importance beyond the workplace to community engagement. Evidence suggests secondary students with disabilities continue to fall below grade level in mathematics and their mathematics skills decline while in secondary school. The purpose of this study was to systematically review the literature on teaching mathematics to secondary students with disabilities, examine the quality and levels of evidence for each practice, and report the range of effects for practices designed to teach mathematics to secondary students with disabilities. Studies were coded to identify the level of evidence and range of effects for each of the evidence-based or research-based mathematics practices identified. Results identified six evidence-based practices and three research-based practices for teaching mathematics to secondary students with disabilities. Limitations and implications for future research and practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485902 |
| Database: | ERIC |
| Abstract: | Mathematics skills are crucial in the current job market; however, many students with disabilities are graduating high school with limited mathematics knowledge and skills. Mathematics skills are fundamental for navigating the complexities of everyday life after high school, extending their importance beyond the workplace to community engagement. Evidence suggests secondary students with disabilities continue to fall below grade level in mathematics and their mathematics skills decline while in secondary school. The purpose of this study was to systematically review the literature on teaching mathematics to secondary students with disabilities, examine the quality and levels of evidence for each practice, and report the range of effects for practices designed to teach mathematics to secondary students with disabilities. Studies were coded to identify the level of evidence and range of effects for each of the evidence-based or research-based mathematics practices identified. Results identified six evidence-based practices and three research-based practices for teaching mathematics to secondary students with disabilities. Limitations and implications for future research and practice are discussed. |
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| ISSN: | 0022-4669 1538-4764 |
| DOI: | 10.1177/00224669251325798 |
