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ERIC Number: ED551012
Record Type: Non-Journal
Publication Date: 2012
Pages: 161
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-1917-1
ISSN: N/A
The Multiplicative Reasoning of Students with Mathematical Learning Disabilities: Current Schemes and New Constructions
Aming-Attai, Rachael
ProQuest LLC, Ph.D. Dissertation, Indiana University
Recent reform efforts in mathematics education call for the development of early algebraic reasoning, and for the provision of rich mathematical experiences for all students. In spite of such emphasis, many elementary school students, especially those with mathematical learning disabilities (MLD), often experience great difficulty in early algebra and basic number and operations. This study explored ways in which the multiplicative reasoning of three 6th grade students with MLD developed during the course of a short teaching experiment. Data sources included field notes, video recordings, and transcripts of individual and group teaching interviews, and these were analyzed using a general model involving the students' number sequences (Steffe, 1994) and multiplicative concepts (Hackenberg & Tillema, 2009). Ultimately, this led to the development of individual models of each student's ways and means of operating. It was found that the three students did not seem to operate any differently from students without MLD when utilizing the general model (Hackenberg & Tillema, 2009; Steffe, 1994). Moreover, the students' multiplicative structures were found to be significant resources in their construction of operations for reasoning reversibly with composite units. However, the general model seemed inadequate in explaining the difficulties experienced by two of the students when solving combination-type multiplication problems. This research suggests that instructional actions that attempt to elicit students' early algebraic reasoning should include consideration of the multiplicative structures of those students. Such actions include understanding the student's level of operating, the types of schemes needed to engender reversible reasoning, and the combined use of inquiry-based and memory-aid strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A