Data suggest students are not meeting grade-level expectations in mathematics. If high-quality instruction is not provided, the inequitable outcomes observed in schools will be maintained. The goal of this study was to identify the frequency in which rural special education teachers (SETs) serving students in prekindergarten through third grade self-report using practices during mathematics instruction. A secondary focus was to investigate whether rural SETs differed in their reported use of practices compared with suburban and urban SETs, and rural general education teachers. Data from 901 teachers serving students in prekindergarten through third grade were retained. Of this sample, 150 teachers identified as SETs in rural (n = 55), suburban (n = 50), and urban (n = 45) schools. Results suggest teachers reported using research-based and unsubstantiated practices frequently. Rural SETs reported using research-based and unsubstantiated practices with similar frequency to urban SETs. Suburban SETs reported using explicit instruction more frequently than rural SETs.

数据表明学生在数学方面没有达到年级水平的期望。如果不提供高质量的教学，学校中观察到的不公平结果将继续存在。本研究的目的是确定农村特殊教育教师 (SET) 服务学前班到三年级学生的频率，在数学教学中使用实践进行自我报告。第二个重点是调查与郊区和城市 SET 以及农村通识教育教师相比，农村 SET 报告的实践使用是否有所不同。保留了 901 名为学前班至三年级学生服务的教师的数据。在这个样本中，150 名教师被确定为农村 ( n = 55)、郊区 ( n = 50) 和城市 ( n= 45) 学校。结果表明，教师报告经常使用基于研究和未经证实的做法。农村 SET 报告使用基于研究和未经证实的做法，其频率与城市 SET 相似。郊区 SET 报告使用明确的指导比农村 SET 更频繁。