Supporting Mathematical Proficiency

This article is written for beginning special education teachers who will be teaching mathematics, for any age or grade, as part of their responsibilities. First, we introduce a vision for teaching and learning mathematics that emphasizes engaging students with disabilities in the mathematical practices that will help them develop their mathematical reasoning and problem solving abilities. Next, we describe in detail two promising practices that can be implemented in the classroom immediately: teaching with explicitness and teaching mathematics metacognition. We conclude by recommending three reliable sources that special education teachers can utilize for further professional development, and we offer a final thought about the importance of teachers engaging in continued inquiry, discussion, and learning with colleagues about how to meet the mathematics learning needs of students with disabilities.