Abstract
ABSTRACTThis qualitative study examines the challenges and supports inherent in a student-centered mathematics curriculum developed for a constructivist environment. Mathematics education faculty and special education faculty from a university college of education collaborated on this study to determine how students responded to specific components of curriculum and instruction. Classroom observation data from a first-grade class and a sixth-grade class identified areas where the respective curriculum and pedagogy promoting student-centered learning posed specific challenges for struggling learners and suggested potential supports that could help students access critical content and processes. The article identifies three areas for consideration and discusses implications for practice.
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