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Open Access Knowledge and Scholarship

Date of Award

5-2026

Culminating Project Type

Starred Paper

Styleguide

apa

Degree Name

Special Education: M.S.

Department

Special Education

College

School of Education

First Advisor

Dr. Brian Valentini

Second Advisor

Dr. Bradley Kaffar

Third Advisor

Dr. Steven McCullar

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

mathematics instruction, dually identified, secondary

Abstract

This study looked at instructional methods and interventions for effectively teaching duly identified secondary students in functional mathematics instruction. Duly identified students are those who qualify for special education services and as English language learners. Study participants ranged from fifth to 12th grade and qualified for special education under the disability category of LD, ASD, or IDD and or received ELL services. Data was collected from study participants in a variety of settings including public, private, and charter schools throughout the United States. While more research is needed to ensure validity across various domains, this research found a variety of recommended teaching practices that are believed to be effective mathematics instructional practices for teaching secondary level dually identified students. Vocabulary instruction was a topic that continued to surface throughout the research and studies pointed to the importance of explicit vocabulary instruction across all content areas, including mathematics. Video modeling, virtual manipulatives, self-regulated strategy, positioning the students as mathematically capable, and shared authority were also found to be effective strategies. Further research is needed ensure validity across additional mathematical concepts and across further functional skills.

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