Date
8-9-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Mary Catherine Strickland
Keywords
cognitive load theory, specific learning disability, math computation, math problem-solving, Sweller, learning theory
Disciplines
Mathematics | Special Education and Teaching
Recommended Citation
McCullough, LeeAnn E., "Examining the Lived Experiences of Educators Using Different Levels of Support for Teaching Math to Students with Learning Disabilities in Math Computation and Problem-Solving for Teachers at Public Cyber Charter High Schools in the Northeastern United States: A Transcendental Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5880.
https://digitalcommons.liberty.edu/doctoral/5880
Abstract
The purpose of this transcendental phenomenological study was to describe the lived experiences of educators using different levels of support for teaching math to students with learning disabilities in math computation and problem-solving for teachers at public cyber charter high schools in the Northeastern United States. The theory guiding this study was Sweller’s cognitive load theory, as it explained the learning process of students with learning disabilities and how educators developed instructional methods that complement the learner’s needs. The central research question was, “What is the lived experience of 9-12th-grade mathematics teachers in supporting students with differing learning abilities in math computation and problem-solving?” This study design was based on the transcendental phenomenological methodology of Moustakas (1994). The participants included 12 high school cyber teachers of general and special education students with specific learning disabilities in math computation and math problem-solving. Data were gathered through a journal prompt, individual interviews, and focus groups. The data analysis identified trends in the data and highlighted the successes and failures of various approaches used in the classroom. Three themes emerged from the study: enhanced engagement and learning environment, cognitive load and assessment strategies, and supportive and inclusive instructional practices. This study uncovered educators' lived experiences using personalized instructional strategies, interactive and adaptive technology, and instructional design approaches to reduce learners’ cognitive load. This research provided insights into high school educators' experiences using these methods of teaching math in cyber classrooms to students with disabilities.
