Bridging Theory and Practice: The Power of a Mathematics Clinic in Teacher Preparation

The Council for Exceptional Children (CEC) and the National Council on Teaching Mathematics (NCTM) released a joint statement on the importance of preparing special education teachers to teach mathematics (NCTM & CEC, 2024). They provided implications for institutions of higher education with teacher preparation programs, one of which included requiring special education majors to take a minimum of one mathematics course with mathematics content directed specifically to PK-12 mathematics and include field-based learning opportunities within that course. Powell (2015) indicated that effective preparation in mathematics related to special education should include multiple facets, including planned field experiences. Planned field experiences that include these components can assist pre-service educators in understanding how all of these elements consolidate into productive instruction for students with disabilities (Powell, 2015). Unfortunately, field experiences in teacher preparation programs often do not specifically align with courses (Grossman et al., 2008). Additionally, when pre-service special education teachers participate in field experience, hours focused on mathematics are fewer compared to those for reading and language arts (Powell, 2015). This indicates the need for more focused course content and field experiences in mathematics for pre-service special educators. This article will describe the development and expansion of an innovative mathematics clinic, where preservice special education teachers have practice-based learning opportunities to serve students with disabilities, including those with the most extensive support needs. Throughout the article, we will describe the process of changing our program of study to include multiple math methods courses, including math educators as collaborators, and the development and implementation of a mathematics clinic at our university. We will provide insights from our first full pilot year, plans for future expansion, and student perceptions of their clinic experience.