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ERIC Number: EJ902112
Record Type: Journal
Publication Date: 2010-Oct
Pages: 8
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1072-0839
Master Geometry while Coteaching
Hunt, Jessica H.
Mathematics Teaching in the Middle School, v16 n3 p154-161 Oct 2010
Teachers are expected to possess not only the necessary knowledge and training to support mathematical content but also the pedagogical skills to support the learning needs of all students. Coteaching can provide solutions for general educators in diverse mathematics environments through collaboration with a special educator. This teaming can have a positive effect on a general education teacher's confidence toward working with students with disabilities, as well as on student achievement outcomes. Special educators also benefit from being exposed to a general education curriculum and the increased opportunity to work with content, especially at the middle school level. Most important, these collaborative models can enrich the lesson and support the learning of all students in the classroom. This article gives an overview of coteaching by being coupled with a typical math lesson and how the specific strategies and roles can be implemented. It illustrates five models of coteaching: (1) one supporting, one teaching; (2) station teaching; (3) alternative teaching; (4) parallel teaching; and (5) team teaching. (Contains 2 figures and 5 tables.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A