Lessons from Finland: Gaps in Special Education Math Instruction
Study Snapshot: New research examines how Finnish lower secondary special needs and special class teachers approach mathematics instruction for students requiring additional support. Using survey data, a researcher from FAU鈥檚 College of Education analyzed which math topics teachers cover 鈥 including algebra, geometry, functions and problem-solving 鈥 how prepared they feel to teach them, and how often they use evidence-based instructional practices. The study also explored teachers鈥 use of strategies such as explicit instruction, real-world applications, peer collaboration and self-monitoring, along with reasons certain approaches are not used.
The findings show that while about 90% of teachers feel prepared to teach most math topics, data processing, statistics and probability remain clear gaps in both instruction and teacher confidence. Although teachers regularly use some effective practices, such as guided practice and feedback, other high-impact strategies like mastery learning, scaffolding, peer tutoring, and structured instructional sequences are applied inconsistently or rarely. The results highlight a disconnect between teacher preparation and classroom practice, underscoring the need for more targeted training and support to ensure students with special needs receive comprehensive and effective math instruction.
Students with special needs are often missing out on critical areas of math instruction 鈥 especially data processing, statistics and probability 鈥 raising concerns about their readiness for real-world problem-solving. A new study of Finland鈥檚 lower secondary schools takes a closer look at what special education teachers are actually teaching, how prepared they feel, and how consistently they use proven instructional strategies.
Published in the , the study examined Finnish special needs and special class teachers working with students requiring additional support in grades 7 to 9. Teachers reported on their instruction across core math areas, including algebra, geometry, functions and problem-solving, as well as their use of research-based practices such as explicit instruction, self-monitoring, math discourse, real-world applications and peer-supported learning.
The findings reveal a nuanced picture. About 90% of teachers reported feeling prepared or very prepared to teach most areas of mathematics. However, data processing, statistics and probability stood out as a clear gap 鈥 both in terms of instruction and teacher confidence. This pattern closely mirrors trends in the United States, where these topics are also under-taught for students with special needs.
鈥淔inland鈥檚 system shows the impact of highly educated, well-supported teachers, but it also reveals challenges that look very familiar in the U.S.,鈥 said Joseph Calvin Gagnon, Ph.D., sole author and chair and professor, Department of Special Education within 麻豆精品视频鈥檚 College of Education. 鈥淭he key takeaway is that preparation alone isn鈥檛 enough. We need to ensure teachers feel confident teaching all areas of math, especially data-related concepts, and that they consistently use evidence-based practices that we know help students succeed.鈥
The study also found uneven implementation of evidence-based teaching practices. While many teachers regularly use core elements of explicit instruction such as guided practice, independent practice and feedback, other critical strategies are used inconsistently or rarely. These include mastery learning, scaffolding, peer tutoring, graduated instructional sequences, and teaching students how to represent and solve problems systematically, all of which are known to improve outcomes for struggling learners.
Finland is often viewed as a global model for education. For more than two decades, Finnish students have performed among the top in mathematics on the Programme for International Student Assessment, a benchmark across developed nations. Researchers frequently attribute this success to rigorous teacher preparation, strong professional autonomy and robust support systems for students with learning needs.
All Finnish teachers are required to earn a master鈥檚 degree, and entry into teacher education programs is highly selective. Special needs teachers and special class teachers play a critical role in supporting students 鈥 working as co-teachers, consultants and instructors in both inclusive and small-group settings.
In this study, nearly all participants held advanced degrees and averaged more than 16 years of teaching experience, yet many still reported limited preparation in specific content areas, particularly those involving data and statistics.
The results suggest that even in high-performing systems, gaps remain between teacher preparation, classroom practice and student needs. Finnish teachers reported taking relatively few university courses focused specifically on teaching mathematics to students with learning difficulties, which may help explain inconsistencies in both confidence and instructional approach.
鈥淔inland offers an important lesson 鈥 not just in what works, but in what still needs attention,鈥 said Gagnon. 鈥淔or the U.S., this means investing not only in stronger teacher preparation, but also in ongoing professional development and support to ensure that effective strategies are used consistently and effectively in every classroom.鈥
The researchers emphasized that future work should focus on why certain high-impact practices are underused, how teachers make instructional decisions, and what supports are needed to strengthen both content knowledge and instructional quality. The ultimate goal is to ensure that all students, especially those with special needs, have access to the full range of mathematical skills required for academic success and everyday life.
-FAU-
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