Teaching Math Word Problem-Solving to Students with High Incidence Disabilities: A Case Study

Lesli Raymond

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

Fall 2025

Abstract

This dissertation explored the perceptions of special education teachers in one North Texas school district regarding their effectiveness and experiences with teaching math word problem-solving to students with high-incidence disabilities. Teachers’ perspectives, prior experiences, thoughts, and judgements about themselves and their students substantially influence their instructional choices and impact student performance (Lambert & Tan, 2017; van Garderen et al., 2019; Woodward & Tzur, 2017). This study used a qualitative case study design to investigate the practices, experiences, and opinions of two special education teachers, one novice and one veteran. Data was collected through classroom observations, photographs of artifacts used to teach math word problem-solving, and semi-structured interviews conducted via Zoom. Data was analyzed using a constant comparative method of analysis (Merriam, 1998). Thematic findings suggest that while both participants questioned their effectiveness teaching math word problem-solving, one participant consistently used evidence-based practices while the other implemented more procedural or outdated methods, resulting in instructional inequalities for students with high-incidence disabilities. This research contributes to the literature on special education teachers’ perceptions, practices, and experiences related to teaching math word problem-solving to students with high-incidence disabilities and offers implications for professional and curriculum development, district policies and procedures, and future research in this area.

Advisor

Karyn Miller

Subject Categories

Education

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