ERIC Number: EJ1136221
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Designing a Bridging Discourse: Re-Mediation of a Mathematical Learning Disability
Lewis, Katherine E.
Journal of the Learning Sciences, v26 n2 p320-365 2017
Students with disabilities present a unique instructional design challenge. These students often have qualitatively different ways of processing information, meaning that standard instructional approaches may not be effective. In this study I present a case study of a student with a mathematical learning disability for whom standard instruction on fractions had been ineffective. With regard to theory, I draw on Lev Vygotsky's framing of disability and then use Anna Sfard's conceptualization of mathematics as a discourse to design a fraction re-mediation that provided a bridge from the student's discourse to the canonical mathematics discourse. This bridging discourse was used in 5 videotaped re-mediation sessions with the case study student. A fine-grained analysis of the re-mediation sessions traced the ways in which the student's discourse shifted over time, which enabled her to solve problems she had previously been unable to solve. This study provides a proof of concept for reconceptualizing remediation and illustrates the potential utility of a bridging discourse to help students who have a history of failure gain access to the canonical mathematics discourse and content.
Descriptors: Learning Disabilities, Mathematics, Fractions, Case Studies, Remedial Mathematics, Academic Discourse, Problem Solving, Adult Students, Two Year College Students, Instructional Design, Followup Studies, Instructional Effectiveness
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education; Postsecondary Education; Two Year Colleges
Sponsor: National Science Foundation (NSF); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: ESI0119732; R305B090026