Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Juan Luis Piñeiro, Elena Castro-Rodríguez
Universidad Metropolitana de Ciencias de la Educación
⬇ Download PDFThis research report examines how specialized knowledge is enacted by a mathematics teacher and a special education teacher in primary mathematics classrooms organized around co-teaching. The analysis draws on six lessons taught in first, third, and sixth grade. The findings indicate that instructional practices were predominantly structured according to the “one teaches, one assists” and “one teaches, one observes” models of co-teaching. Across lessons, the knowledge enacted in classroom interaction was shaped by the teacher who assumed instructional leadership. We conclude by discussing implications for teacher education and research on teachers’ professional knowledge.
Special EducationCo-TeachingTeacher Knowledge