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ERIC Number: EJ974911
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0885-6257
Teacher Perceptions of the Mathematical Potential of Students in Special Education in the Netherlands
Peltenburg, Marjolijn; van den Heuvel-Panhuizen, Marja
European Journal of Special Needs Education, v27 n3 p391-407 2012
Research has shown that high expectations of teachers about their students' academic development have a positive influence on how these students actually develop. Therefore, when aiming to improve students' learning results it is essential to know how teachers think about their students' abilities. The present study was meant to investigate what perceptions primary school teachers in special education have of their students' potential in mathematics and what possibilities they see to reveal this potential. Data were collected through an online questionnaire. Surprisingly, the responses showed that, although the teachers teach students with low achievement scores in mathematics, most of the teachers were positive about the mathematical potential of their students. The teachers often attributed unused potential to causes outside the student and they underpinned this view with observations from school practice. The article concludes with discussing the consequences of these findings for the professional development of teachers. (Contains 2 tables, 2 figures and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands