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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 0000-0002-8969-0399), Kelly A. Clark, Tosha L. Owens, James Sinclair, Janie V. Claywell, Ryan Nivens, Alexis Moser (ORCID 0009-0005-4249-9967), Deidre Gilley, Valerie L. Mazzotti (ORCID 0000-0003-2616-8859), Catherine H. Fowler (ORCID 0000-0002-7643-7802), Leah Brewer, Makensie Cotter, Ryan Harris
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
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  Data: Evidence-Based Practices to Teach Mathematics to Secondary Students with Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Dawn+A%2E+Rowe%22">Dawn A. Rowe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8969-0399">0000-0002-8969-0399</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kelly+A%2E+Clark%22">Kelly A. Clark</searchLink><br /><searchLink fieldCode="AR" term="%22Tosha+L%2E+Owens%22">Tosha L. Owens</searchLink><br /><searchLink fieldCode="AR" term="%22James+Sinclair%22">James Sinclair</searchLink><br /><searchLink fieldCode="AR" term="%22Janie+V%2E+Claywell%22">Janie V. Claywell</searchLink><br /><searchLink fieldCode="AR" term="%22Ryan+Nivens%22">Ryan Nivens</searchLink><br /><searchLink fieldCode="AR" term="%22Alexis+Moser%22">Alexis Moser</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-4249-9967">0009-0005-4249-9967</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deidre+Gilley%22">Deidre Gilley</searchLink><br /><searchLink fieldCode="AR" term="%22Valerie+L%2E+Mazzotti%22">Valerie L. Mazzotti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2616-8859">0000-0003-2616-8859</externalLink>)<br /><searchLink fieldCode="AR" term="%22Catherine+H%2E+Fowler%22">Catherine H. Fowler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7643-7802">0000-0002-7643-7802</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leah+Brewer%22">Leah Brewer</searchLink><br /><searchLink fieldCode="AR" term="%22Makensie+Cotter%22">Makensie Cotter</searchLink><br /><searchLink fieldCode="AR" term="%22Ryan+Harris%22">Ryan Harris</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education%22"><i>Journal of Special Education</i></searchLink>. 2025 59(3):169-180.
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  Data: 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
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  Data: Y
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  Data: 12
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  Data: 2025
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  Data: Office of Special Education Programs (OSEP) (ED/OSERS)<br />Rehabilitation Services Administration (RSA) (ED/OSERS)
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  Data: H326E200003
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Schemata+%28Cognition%29%22">Schemata (Cognition)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Modeling+%28Psychology%29%22">Modeling (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Manipulative+Materials%22">Manipulative Materials</searchLink>
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  Data: 10.1177/00224669251325798
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  Data: 0022-4669<br />1538-4764
– Name: Abstract
  Label: Abstract
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  Data: 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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        Value: 10.1177/00224669251325798
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 169
    Subjects:
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Secondary School Students
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Concept Formation
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      – SubjectFull: Schemata (Cognition)
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      – SubjectFull: Cognitive Processes
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