Although standards-based reform has increased the rigor and quality of mathematics education, those reforms have not been fully available to students with physical, developmental, sensory, and learning disabilities. One of the reasons for this deficiency is that teachers are not well prepared to implement the reforms with groups of students who have different needs, capabilities, and learning styles. To address this professional development gap, CCT is collaborating with Bank Street College of Education to develop materials to better prepare teachers to support individual students, including students with disabilities, within a standards-based mathematics curriculum. The project team is creating multimedia case studies of inclusive mathematics instruction, related learning activities, and a facilitator guidebook to support integration of the materials into teacher education programs. The resources are being pilot-tested at Bank Street College, field-tested in various preservice and in-service teacher education programs, and published and disseminated nationally.
[This project is inactive but is presented here for archival purposes.]
EDC Project Director: Babette Moeller
Funder: National Science Foundation
(EDC is a subcontractor on this project to Bank Street College of Education.)