- Hockessin, Delaware, United States
Rob Wieman
Rowan University, STEAM Education, Faculty Member
What data should teachers use, and how should they use these data to improve their teaching? In this review a diverse set of literature that addresses this question is categorized according to three distinct approaches: the diagnostic... more
What data should teachers use, and how should they use these data to improve their teaching? In this review a diverse set of literature that addresses this question is categorized according to three distinct approaches: the diagnostic approach, the methods approach, and the teacher approach. Within the diagnostic approach, teachers collect data to determine the students who need to learn specific content. Within the methods approach teachers collect data to determine the aspects of teaching that contribute to student learning. Within the teacher approach, teachers collect data to help them develop beliefs and knowledge that support effective teaching. Benefits and drawbacks of these approaches are identified, and some guidelines and cautions concerning the use of data to improve instruction are discussed.
Research Interests:
We employ a Disability Studies in Mathematics Education perspective to explore current research involving students with intellectual disabilities. Such perspective affords a critical and socialcultural angle into the construction of... more
We employ a Disability Studies in Mathematics Education perspective to explore current research involving students with intellectual disabilities. Such perspective affords a critical and socialcultural angle into the construction of disability in mathematics education. Results of our exploration suggest that current research on students with intellectual disabilities largely focused on finding deficits and neglected students’ capacity for abstract thought. Moreover, while sociocultural or socio-political (e.g., equity-based) foci are prevalent in contemporary mathematics education, such foci were largely absent in research involving students with intellectual disabilities. Yet, we identify features of several articles that can inform future socio-political mathematics education research related to individuals with intellectual disabilities. These features are critical for the continual advancement of new knowledge, equitable practices, and global, inclusive education agenda.