Equitable Co-teaching Practices in Mathematics

STEM jobs are growing at twice the rate of other professions. Due to sophisticated technological advances, current mathematics jobs in particular require less calculational skills and deeper conceptual understanding. Mathematics education research has shown that traditional direct instruction has not prepared students to think critically and advocates more exploratory, inquiry teaching methods. Given that direct or explicit instruction has been the primary approach used with students with disabilities, we explore the feasibility of using an inquiry approach in inclusion settings. In this chapter, we present the results of 7 years of inquiry mathematics co-teaching research and present several co-instructing and co-planning practices that are associated with inquiry mathematics.