Pedagogy 2025
Abstract
We will present a paper discussing a case study of an online course for K-12 teachers who will teach students with disabilities. The course offers methods for teaching mathematics. Often students (potential teachers) do not have a foundational knowledge of mathematics or lack confidence in their ability to present mathematical concepts and applications. To address these concerns, an interdisciplinary approach to assignments (and developing mathematical foundations) was created by two professors (a retired math professor and a special education professor). In this presentation, the case study will focus on an assignment assessing understanding of the Order of Operations. This concept is vital to understanding how to evaluate mathematical expressions. Students of mathematics learn at an early age that there are rules that must be followed to analyze problems that require mathematical theory. These rules can seem random and lack connections for learners at various levels of mathematical maturity. This often leads to missing supporting concepts in the structure of their scaffolding of understanding the mathematical concepts. The first step to shoring up the gaps in the scaffolding is identifying them and analyzing students’ current level of understanding (or misunderstanding). We created a writing assignment that offers us insight into students’ understanding of the required mathematical concepts to be used and the connections between them. This presentation/paper will address the assignment, data from students showing their understanding, and how the interdisciplinary collaboration was fundamental to the success of the assignment/course.
Lori A. Howard, Ph.D., earned a doctoral degree from the University of Virginia in educational psychology. Currently, she is a Professor of Special Education at Marshall University where she has received the Pickens-Queen Excellence in Teaching award and two Hedrick awards for Team Collaboration for Teaching Innovation. She has co-authored several books on special education. Her current interests include students with disabilities in math and science courses, technology (online learning and the use of AI), and inclusion of people with disabilities into society with a focus on accessibility
Dr. Bonita Lawrence earned a PhD in Mathematics at the University of Texas at Arlington. She is Professor Emerita in the Department of Mathematics/Physics at Marshall University, Huntington, West Virginia. Her field of research is dynamic equations and the use of mechanical differential analyzers to study the behavior of solutions. Focusing on conceptual learning, she developed an assessment tool designed to enhance student understanding of the axiomatic foundations and structure of mathematics. Her teaching and research awards include the Hedrick Outstanding Faculty Award and the West Viriginia Professor of the Year from Faculty Merit Foundation of West Virginia.