Utilising the Expertise of Specialist Intervention Teachers in Primary Mathematics Classrooms

N

8

Specialists; Intervention; Faculty Development; Mathematics Instruction; Team Teaching; Barriers; Elementary School Students; Inclusion; Curriculum Design; Pedagogical Content Knowledge; Learning Problems; Pilot Projects; Low Achievement; Mathematics Tests; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Teacher Attitudes; Value Added Models

Typically, more primary students qualify for mathematics intervention support than schools have the capacity to assist. This highlights the importance of every primary mathematics teacher having the expertise to design inclusive and responsive curricula and instruction for students who may experience difficulty. Our study addresses this issue through exploring how specialist intervention teachers can support the mathematics professional learning of teachers using co-teaching cycles. The findings provide insight about the challenges experienced by classroom teachers when teaching students who experience difficulty with mathematics, and the actions of the specialist intervention teachers that assisted the teachers' professional growth.

As Provided

2023

ED631593