ERIC Number: EJ1239593
Record Type: Journal
Publication Date: 2020-Feb
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: N/A
Linking Teacher-Learner Discourse with Mathematical Reasoning of Students with Learning Disabilities: An Exploratory Study
Xin, Yan Ping; Chiu, Ming Ming; Tzur, Ron; Ma, Xiaojun; Park, Joo Young; Yang, Xuan
Learning Disability Quarterly, v43 n1 p43-56 Feb 2020
Informed by a constructivist-based, student-adaptive pedagogical approach, this study explores the benefits of teacher-learner discourse moves for the mathematics learning of students with learning disabilities (LD). During a constructivist teaching experiment for nurturing the multiplicative reasoning and problem solving of five third-grade students with school-identified LD, we analyzed the global trends and detailed dynamics of teacher-student interactions with statistical discourse analysis. We found that the teacher's discourse moves to support each individual student's problem solving helped engage them in mathematical reasoning, which improved their problem-solving performance. Thus, this study contributes to knowledge in the field of special education by (a) specifying ways in which discourse-oriented mathematics instruction can help each student with LD and (b) showcasing a novel statistical analysis of teacher-student discourse.
Descriptors: Teacher Student Relationship, Mathematical Logic, Students with Disabilities, Learning Disabilities, Constructivism (Learning), Multiplication, Problem Solving, Mathematics Instruction, Special Education, Instructional Effectiveness, Elementary School Students, Children, Grade 5, Public Schools, Classroom Communication
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: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0822296