%0 Journal Article
%T Visual Representation in Mathematics: Special Education Teachers¡¯ Knowledge and Emphasis for Instruction
%A Amy Scheuermann
%A Apryl Poch
%A Delinda van Garderen
%A Mary M. Murray
%J Teacher Education and Special Education
%@ 1944-4931
%D 2018
%R 10.1177/0888406416665448
%X The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators¡¯ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators¡¯ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, however, lack depth and are narrow in perspective; (b) what teachers emphasize about VRs to SWDs tends to match their own conceptions, but the explanations they provide for SWDs need expanding and refinement; and (c) given their narrow conceptions, VRs may be limited to a peripheral role in special educators¡¯ instruction
%K visual representation
%K mathematics
%K problem solving
%K students with disabilities
%K teachers¡¯ knowledge
%U https://journals.sagepub.com/doi/full/10.1177/0888406416665448