This paper presents a case study of the experiences of a special educator named Ms. Montes (pseudonym) teaching standards-based mathematics during Emergency Remote Teaching (ERT) during spring 2020. Ms. Montes was interviewed twice during this period; data were analyzed through inductive thematic analysis. Pre-COVID, Ms. Montes provided her students daily opportunities to tackle challenging mathematical problems and taught self-regulation strategies for students to better understand themselves as learners. After the shift to ERT, Ms. Montes described “the wall between us” as various barriers that made teaching mathematics online far more challenging. Challenges included supporting students with productive struggle when not physically present with them and supporting student self-regulation during mathematical problem-solving. Supporting students with disabilities to learn mathematics during ERT and distance learning will require considering emotional and affective dimensions of learning. Coaching students and families in self-regulation strategies could support student engagement in mathematical problem-solving in online learning.

本文以一个名为Montes女士（化名）的特殊教育者的经验为例，该研究者在2020年春季进行紧急远程教学（ERT）时基于标准的数学教学。在此期间，Montes女士接受了两次采访。通过归纳主题分析对数据进行分析。在接受COVID培训之前，Montes女士每天为学生提供解决挑战性数学问题的机会，并教授自我调节策略，以使学生更好地了解自己作为学习者的能力。转到ERT后，Montes女士将“我们之间的墙”形容为各种障碍，这使得在线数学教学更具挑战性。面临的挑战包括：在学生不亲自参与时支持他们进行生产性奋斗；在数学问题解决过程中支持学生进行自我调节。支持残疾学生在ERT和远程学习期间学习数学将需要考虑学习的情感和情感层面。在自我调节策略中指导学生和家庭，可以支持学生参与在线学习中的数学问题解决。