SUPPORTING MATHEMATICAL LITERACY IN POST-PRIMARY SCHOOLING: ISSUES TO CONSIDER WHEN USING A CO- TEACHING APPROACH
Creators
- 1. School of Inclusive and Special Education, Institute of Education, Dublin City University
Description
This paper reports on the evaluation of co-teaching as a model for supporting mathematical learning from the student perspective. Research instruments included student surveys and focus group interview, along with semi-structured observations of lessons. The findings indicated consensus from students, both with and without SEN, that co-teaching was a favourable way of delivering mathematics lessons. Benefits included increased opportunities to get a teacher’s attention; being more comfortable asking questions; greater range of learning experiences; and, the availability of assistance in a discreet way. These benefits afforded by the use of co-teaching provide learning contexts for developing mathematical literacy skills.
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References
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