Mathematics Instruction in Resource Rooms: Instruction Time and Teacher Competence

Abstract

A survey of resource room teachers (N = 101) was used to determine: (a) the amount of time resource room teachers spend in mathematics instruction, (b) the amount of those teachers' formal training in mathematics and mathematics instruction, (c) their self-reported degrees of competence in assessing and teaching mathematics skills and concepts, and (d) the importance these teachers assign to general knowledge of mathematics, mathematics assessment, and mathematics instruction. Mathematics instruction was found to occupy about one-third of the average resource room teacher's teaching time. Although subjects reported considerable college coursework in mathematics and mathematics instructional methods, they felt inadequate at several competencies considered necessary for teachers of learning disabled students. Differences between elementary and secondary teachers are reported.