Linking Teacher–Learner Discourse With Mathematical Reasoning of Students With Learning Disabilities: An Exploratory Study

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 reaso...

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Veröffentlicht in:Learning disability quarterly 2020-02, Vol.43 (1), p.43-56
Hauptverfasser: Xin, Yan Ping, Chiu, Ming Ming, Tzur, Ron, Ma, Xiaojun, Park, Joo Young, Yang, Xuan
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container_issue 1
container_start_page 43
container_title Learning disability quarterly
container_volume 43
creator Xin, Yan Ping
Chiu, Ming Ming
Tzur, Ron
Ma, Xiaojun
Park, Joo Young
Yang, Xuan
description 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.
doi_str_mv 10.1177/0731948719858707
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source SAGE Complete; Jstor Complete Legacy; EBSCOhost Education Source
subjects Children
Classroom Communication
Constructivism (Learning)
Discourse analysis
Elementary School Students
Grade 5
Instructional Effectiveness
Learning
Learning Disabilities
Mathematical Logic
Mathematics
Mathematics Instruction
Multiplication
Problem Solving
Public Schools
Reasoning
Special Education
Statistical analysis
Students with Disabilities
Teacher Student Relationship
Teachers
Teaching methods
title Linking Teacher–Learner Discourse With Mathematical Reasoning of Students With Learning Disabilities: An Exploratory Study
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