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A Special Education Teacher’s Practical Knowledge in Math Class that Uses the Problem-Based Learning Strategies

박세아 1 Lim, Kyoung-won 2

1대전가원학교
2공주대학교

Accredited

ABSTRACT

The purpose of this study is to explore a special education teacher’s practical knowledge in math instruction that utilizes the problem-based learning (PBL) strategies. To achieve the purpose, an action research method was used in this study. The participants consisted of a researcher who instructed the classes, six peer teachers who provided feedback after observing classes, and three students with mild intellectual disability. The data collected from eight classes based on eight reflective circulations, were analyzed by an inductive method. Practical knowledge of teachers, obtained by math class utilizing PBL was four upper categories (with 14 subcategories and 44 meaning units) emerged: (a) modifications to math classes and PBL strategies, (b) an appropriate class design, (c) supporting students to become familiarized with fractions, and (d) designing student-directed instructions. Based on the results of this research, the conclusions can be drawn as follows. First, teachers need to modify math classes and PBL strategies to meet students’ educational needs. Second, the class that considers students’ capacities and limitations, as well as a proper amount of activities should be designed. Third, teachers need to employ embedded instructions that use real-life examples and easy language. Fourth, teachers need to facilitate the student-directed learning.

Citation status

* References for papers published after 2023 are currently being built.