Differences in Opinion Among Researchers Regarding Approaches to Teaching Mathematics in General and Special Education Settings

In the realm of math education, a significant divide between general education and special education researchers has come to light, highlighting the challenges inherent in collaboration between these two groups. This divide makes it less likely that teachers will have access to proven strategies for serving students with disabilities and those who struggle in math.

A recent study, conducted by researchers from the University of Virginia, Boston University, and the University of Delaware, has catalogued the similarities and differences between how these two groups conceptualize the goals of math education and the roles teachers should play. One of the key issues at the heart of this ongoing debate is the tension between explicit instruction and a more inquiry-based approach, often referred to as the "math wars."

This tension is further complicated by the fact that states such as California and major math education groups have embraced inquiry-based math education. However, the special education community has expressed concerns that this approach might create frustration for students, particularly those with disabilities.

The "science of math" movement, modelled after the "science of reading," has been launched by special educators, advocating for a focus on systematic, explicit instruction and guided practice. This movement rejects the inquiry-based methods promoted by professional organizations like NCTM. A joint statement from NCTM and CEC included recommendations that some special education researchers argue are "merely beliefs and philosophies without significant and rigorous research to support them."

More than 30 special education researchers signed a letter criticizing these recommendations, calling for a shift towards evidence-based practices that are more explicitly focused on the needs of marginalized students. The field is still fighting over the definition of "evidence-based" instruction.

In response, some states have passed legislation requiring schools to screen students for math difficulties and intervene early, with these tools and approaches specified to be "evidence based." The Kentucky Department of Education has convened educators from general education and special education teams to develop guidelines for quality math instruction.

Both groups agree on the need for students to develop deep conceptual understanding of math topics and for teachers to differentiate instruction to serve all learners. However, the disagreement over what good math teaching looks like is a broad gap that reverberates throughout math education policy.

Despite these challenges, efforts are being made to bridge the gap between general and special education researchers. The hope is that by working together, they can develop strategies that will benefit all students, regardless of their abilities or learning needs.

Differences in Opinion Among Researchers Regarding Approaches to Teaching Mathematics in General and Special Education Settings