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ERIC Number: EJ1148112
Record Type: Journal
Publication Date: 2017-Aug
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0731-9487
The Effect of Eliciting Repair of Mathematics Explanations of Students with Learning Disabilities
Liu, Jia; Xin, Yan Ping
Learning Disability Quarterly, v40 n3 p132-145 Aug 2017
Mathematical reasoning is important in conceptual understanding and problem solving. In current reform-based, discourse-oriented mathematics classrooms, students with learning disabilities (LD) encounter challenges articulating or explaining their reasoning processes. Enlightened by the concept of conversational repair borrowed from the field of linguistics, this study designed an intervention program to facilitate mathematical reasoning of students with LD. Conversational repair, an ability to repair communicative breakdowns or inaccuracies, was designed in an implicit-explicit continuum to elicit self-explanation from students with LD in the context of mathematics word problem solving. Using a multiple-baseline across participants design, the study found that the intervention was effective for improving students' mathematical reasoning and problem-solving ability measured by their self-explanation and word problem-solving performance. It provided implications for future studies concerning the use of conversational repair in mathematics classroom discourse for individuals with LD.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children; Otis Lennon School Ability Test
Grant or Contract Numbers: N/A