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ERIC Number: EJ1157010
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1326-0286
Reasoning for All: An Instructional Model
Fuentes, Sarah Quebec; Crawford, Lindy; Huscroft-D'Angelo, Jacqueline
Australian Primary Mathematics Classroom, v22 n3 p20-25 2017
All students should have opportunities to develop their ability to reason mathematically. Gersten and Chard (1999) support this stance with respect to students with learning disabilities: "Even if students are not automatic with basic facts, they still should be engaged in activities that promote the development of number sense and mathematical reasoning" (p. 25). However, the typical instructional model for struggling learners does not incorporate these opportunities (Gersten & Chard, 1999). Further, although the "IES Practice Guide, Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools," advocates for "explicit and systematic" instruction that involves "verbalization of thought processes," little emphasis is placed on the role of peers (Gersten at al., 2009, p. 6). In this article, the authors share an instructional model that incorporates discussion between all students and the teacher. The model is based on a learning progression that uses student reasoning as well as concept development. It was implemented by the authors to help low-performing students develop their fraction sense in the context of comparing fractions.
Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Wide Range Achievement Test
Grant or Contract Numbers: N/A