Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Peter Ross

Abstract

Abstract

Barriers to implementing effective math instruction have been a focus of scholars because they are a problem in

supporting students with disabilities. Researchers have demonstrated that general education teachers often have little

knowledge about effective interventions for students with disabilities and the barriers to achieving such instruction. The

purpose of this study was to investigate and understand general education teachers’ perceptions of effective math

instruction, and barriers to it, for fourth and fifth grade students with disabilities. The conceptual framework was based on

Baroody’s stages of math fact acquisition, which predicates that three developmental stages should be the basis for

developing basic math fact fluency for students with disabilities. The research questions were used to investigate

participants’ knowledge of barriers to effective math instruction in a large school system in a southeastern state. Using a

basic qualitative design, data from interviews with 11 general education teachers were collected and analyzed using open

and axial coding. The results indicated that participants are aware of (a) the need for training for effective math instruction,

(b) the need for more time to teach and implement math strategies, (c) the need for resources to meet math needs, (d)

learning disabilities as barriers to teaching effective math instruction, and (e) challenges with curriculum when

implementing math strategies. This study contributes to positive social change because administrators and other

stakeholders may gain a greater understanding of teachers’ perceptions of effective math instruction for students with

disabilities. This will ultimately help to improve math experiences for these students.

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