Abstract

The researcher in this study investigated the verbal discourse moves of co-teachers in middle school mathematics classrooms to solicit students' mathematical thinking with a specific focus on students with disabilities. In this examination of two classrooms, students received high-level mathematics instruction from expertly trained co-teachers. A quantitative analysis of the video transcripts using a validated tool for coding teacher behaviors was used to examine the content and context of mathematical discourse in each of the classrooms. The researcher examined qualitative data using a critical discourse framework. Three themes emerged from the discourse analysis: (a) empowerment of co-teachers, (b) strategic use of scaffolding, and (c) cultivation of inclusive discourse with students with disabilities. The discourse analysis highlighted how each teacher's personal identities impacted a learning environment conducive to student participation and meaningful discourse. Collectively, the results provide a view of how co-teachers use scaffolding within discourse to facilitate mathematical instruction. In addition, the outcomes provide a glimpse into the challenges of discourse and equity embedded within the complexities of institutional, epistemological, and social access to inclusive mathematics. The co-teachers in this study complemented one another as they worked across disciplines to educate all students equitably. Instead of operating from a deficit orientation, they worked collaboratively to remove the curriculum, environmental, and social barriers. Teaching with what appeared to be a mindset of assuming success rather than anticipating failure, the teams sought opportunities to provide access to what some deem is one of the most challenging concepts, mathematics.

Notes

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Graduation Date

2021

Semester

Summer

Advisor

Dieker, Lisa

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Education; Exceptional Education

Format

application/pdf

Identifier

CFE0008690;DP0025421

URL

https://purls.library.ucf.edu/go/DP0025421

Language

English

Release Date

August 2021

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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