Search results for: Rosas Clarissa

The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. The participants were 26 students enrolled in a graduate program leading to an initial license in special education in an institution of higher education in southwestern Ohio. The results indicate a disconnect between the participants' perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test-Practice Eighth Grade Mathematics.