Browsing by Author "Taponen-Yrjölä, Jonna"

Research has shown many evidence-based practices, such as explicit instruction, in teaching mathematics for low-performing students in lower secondary schools. The aim of this study was to find out what evidence-based practices Finnish special education teachers use when teaching mathematics and how often they use them. The study was conducted by a survey developed in the United States and it was translated into Finnish and modified to be suitable for Finnish education system. The surveys were sent to 230 schools to be answered by special education teachers. 114 answers were included in this study. Results showed that Finnish special education teacher use evidence-based practices regularly and often. In future studies different factors affecting the use should be taken into consideration.