Supplemental Numeracy Instruction for Middle School Students with Special Needs

Abstract

The purpose of the study was to explore the effects of focused numeracy instruction on the ratio in a middle school mathematics class and the lived experiences of students with special needs as they underwent the intervention. The intervention focused on using numeracy embedded into the intervention, specifically focusing on rational number learning. The study was discussed both quantitatively and qualitatively. The quantitative section studied the effects of focused numeracy instruction using the Objective and Subjective Numeracy Scales. Pre- (N = 53) and post-tests (N = 50) were used to test for a difference in students’ numeracy and mathematics self-efficacy. The Objective Numeracy Scales focused on students’ academic achievement while the Subjective Numeracy Scales focused on students’ mathematical self-efficacy. The results were analyzed via a two-sample t-test. There was statistically significant growth in students’ academic achievement. In the qualitative section of the study, seven middle school students with special needs were selected to participate in a descriptive phenomenology. Students with special needs were selected at random for interview questions. The analysis of the interviews initially showed growth in their own mathematical self-efficacy and competence in the topics discussed during the intervention. The themes derived from student interviews included: initially overwhelmed, math is not student’s favorite subject, confidence after the lesson, an average day, real world applications, without prompting to solve, large number were difficult, did not like math, unknown topic, adding an activity, and misunderstood words. Initially, all students felt overwhelmed. Although, by the end of the lesson, students with special needs demonstrated their competence and growth during the interview process.

Results from the study show a growth in students’ self-efficacy and numeracy. This was further confirmed during the interviews with students with special needs. Students with special needs shared some common suggestions during the interviews for improving future lessons. The interviews provided great insight into the artifact generated from this record of study.