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...
Gespeichert in:
Veröffentlicht in: | Learning disability quarterly 2020-02, Vol.43 (1), p.43-56 |
---|---|
Hauptverfasser: | , , , , , |
Format: | Artikel |
Sprache: | eng |
Schlagworte: | |
Online-Zugang: | Volltext |
Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
container_end_page | 56 |
---|---|
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 |
format | Article |
fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_journals_2334645490</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1239593</ericid><jstor_id>26996010</jstor_id><sage_id>10.1177_0731948719858707</sage_id><sourcerecordid>26996010</sourcerecordid><originalsourceid>FETCH-LOGICAL-c353t-7ea4ed7a23ea094f3665d7e8e4bd8bdb7db25354bf10956d5361e791b9a6a56b3</originalsourceid><addsrcrecordid>eNqFkLtOwzAUhi0EEqWwsyBFYg7Y8S0eUSk3BSFBEWyRnZy0Lm1SbHdg4x14Q56EhKAiseDFw_d__9E5CB0SfEKIlKdYUqJYKolKeSqx3EKDhIg0plI8b6NBh-OO76I97-e4fVQlA1Rltn6x9TSagC5m4D7fPzLQrgYXnVtfNGvnIXqyYRbd6jCDpQ620IvoHrRv6s5rqughrEuog-9z33pHWl8bu7DBgt9HO5VeeDj4-Yfo8WI8GV3F2d3l9egsiwvKaYglaAal1AkFjRWrqBC8lJACM2VqSiNLk3DKmakIVlyUnAoCUhGjtNBcGDpEx33vyjWva_Ahn7cr1O3IPKGUCcaZwm0K96nCNd47qPKVs0vt3nKC8-6a-d9rtspRr4CzxSY-viEJVVzRlsc993oKv0P_75v70LhNYSKUEphg-gVEdIlJ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2334645490</pqid></control><display><type>article</type><title>Linking Teacher–Learner Discourse With Mathematical Reasoning of Students With Learning Disabilities: An Exploratory Study</title><source>SAGE Complete</source><source>Jstor Complete Legacy</source><source>EBSCOhost Education Source</source><creator>Xin, Yan Ping ; Chiu, Ming Ming ; Tzur, Ron ; Ma, Xiaojun ; Park, Joo Young ; Yang, Xuan</creator><creatorcontrib>Xin, Yan Ping ; Chiu, Ming Ming ; Tzur, Ron ; Ma, Xiaojun ; Park, Joo Young ; Yang, Xuan</creatorcontrib><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.</description><identifier>ISSN: 0731-9487</identifier><identifier>EISSN: 2168-376X</identifier><identifier>DOI: 10.1177/0731948719858707</identifier><language>eng</language><publisher>Los Angeles, CA: Sage Publications, Inc</publisher><subject>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</subject><ispartof>Learning disability quarterly, 2020-02, Vol.43 (1), p.43-56</ispartof><rights>Hammill Institute on Disabilities 2019</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c353t-7ea4ed7a23ea094f3665d7e8e4bd8bdb7db25354bf10956d5361e791b9a6a56b3</citedby><cites>FETCH-LOGICAL-c353t-7ea4ed7a23ea094f3665d7e8e4bd8bdb7db25354bf10956d5361e791b9a6a56b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/26996010$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/26996010$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,21799,27903,27904,43600,43601,57995,58228</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1239593$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Xin, Yan Ping</creatorcontrib><creatorcontrib>Chiu, Ming Ming</creatorcontrib><creatorcontrib>Tzur, Ron</creatorcontrib><creatorcontrib>Ma, Xiaojun</creatorcontrib><creatorcontrib>Park, Joo Young</creatorcontrib><creatorcontrib>Yang, Xuan</creatorcontrib><title>Linking Teacher–Learner Discourse With Mathematical Reasoning of Students With Learning Disabilities: An Exploratory Study</title><title>Learning disability quarterly</title><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.</description><subject>Children</subject><subject>Classroom Communication</subject><subject>Constructivism (Learning)</subject><subject>Discourse analysis</subject><subject>Elementary School Students</subject><subject>Grade 5</subject><subject>Instructional Effectiveness</subject><subject>Learning</subject><subject>Learning Disabilities</subject><subject>Mathematical Logic</subject><subject>Mathematics</subject><subject>Mathematics Instruction</subject><subject>Multiplication</subject><subject>Problem Solving</subject><subject>Public Schools</subject><subject>Reasoning</subject><subject>Special Education</subject><subject>Statistical analysis</subject><subject>Students with Disabilities</subject><subject>Teacher Student Relationship</subject><subject>Teachers</subject><subject>Teaching methods</subject><issn>0731-9487</issn><issn>2168-376X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><recordid>eNqFkLtOwzAUhi0EEqWwsyBFYg7Y8S0eUSk3BSFBEWyRnZy0Lm1SbHdg4x14Q56EhKAiseDFw_d__9E5CB0SfEKIlKdYUqJYKolKeSqx3EKDhIg0plI8b6NBh-OO76I97-e4fVQlA1Rltn6x9TSagC5m4D7fPzLQrgYXnVtfNGvnIXqyYRbd6jCDpQ620IvoHrRv6s5rqughrEuog-9z33pHWl8bu7DBgt9HO5VeeDj4-Yfo8WI8GV3F2d3l9egsiwvKaYglaAal1AkFjRWrqBC8lJACM2VqSiNLk3DKmakIVlyUnAoCUhGjtNBcGDpEx33vyjWva_Ahn7cr1O3IPKGUCcaZwm0K96nCNd47qPKVs0vt3nKC8-6a-d9rtspRr4CzxSY-viEJVVzRlsc993oKv0P_75v70LhNYSKUEphg-gVEdIlJ</recordid><startdate>20200201</startdate><enddate>20200201</enddate><creator>Xin, Yan Ping</creator><creator>Chiu, Ming Ming</creator><creator>Tzur, Ron</creator><creator>Ma, Xiaojun</creator><creator>Park, Joo Young</creator><creator>Yang, Xuan</creator><general>Sage Publications, Inc</general><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope><scope>NAPCQ</scope></search><sort><creationdate>20200201</creationdate><title>Linking Teacher–Learner Discourse With Mathematical Reasoning of Students With Learning Disabilities</title><author>Xin, Yan Ping ; Chiu, Ming Ming ; Tzur, Ron ; Ma, Xiaojun ; Park, Joo Young ; Yang, Xuan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c353t-7ea4ed7a23ea094f3665d7e8e4bd8bdb7db25354bf10956d5361e791b9a6a56b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Children</topic><topic>Classroom Communication</topic><topic>Constructivism (Learning)</topic><topic>Discourse analysis</topic><topic>Elementary School Students</topic><topic>Grade 5</topic><topic>Instructional Effectiveness</topic><topic>Learning</topic><topic>Learning Disabilities</topic><topic>Mathematical Logic</topic><topic>Mathematics</topic><topic>Mathematics Instruction</topic><topic>Multiplication</topic><topic>Problem Solving</topic><topic>Public Schools</topic><topic>Reasoning</topic><topic>Special Education</topic><topic>Statistical analysis</topic><topic>Students with Disabilities</topic><topic>Teacher Student Relationship</topic><topic>Teachers</topic><topic>Teaching methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Xin, Yan Ping</creatorcontrib><creatorcontrib>Chiu, Ming Ming</creatorcontrib><creatorcontrib>Tzur, Ron</creatorcontrib><creatorcontrib>Ma, Xiaojun</creatorcontrib><creatorcontrib>Park, Joo Young</creatorcontrib><creatorcontrib>Yang, Xuan</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Docstoc</collection><collection>Nursing & Allied Health Premium</collection><jtitle>Learning disability quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Xin, Yan Ping</au><au>Chiu, Ming Ming</au><au>Tzur, Ron</au><au>Ma, Xiaojun</au><au>Park, Joo Young</au><au>Yang, Xuan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1239593</ericid><atitle>Linking Teacher–Learner Discourse With Mathematical Reasoning of Students With Learning Disabilities: An Exploratory Study</atitle><jtitle>Learning disability quarterly</jtitle><date>2020-02-01</date><risdate>2020</risdate><volume>43</volume><issue>1</issue><spage>43</spage><epage>56</epage><pages>43-56</pages><issn>0731-9487</issn><eissn>2168-376X</eissn><abstract>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.</abstract><cop>Los Angeles, CA</cop><pub>Sage Publications, Inc</pub><doi>10.1177/0731948719858707</doi><tpages>14</tpages></addata></record> |
fulltext | fulltext |
identifier | ISSN: 0731-9487 |
ispartof | Learning disability quarterly, 2020-02, Vol.43 (1), p.43-56 |
issn | 0731-9487 2168-376X |
language | eng |
recordid | cdi_proquest_journals_2334645490 |
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 |
url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-26T14%3A48%3A40IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Linking%20Teacher%E2%80%93Learner%20Discourse%20With%20Mathematical%20Reasoning%20of%20Students%20With%20Learning%20Disabilities:%20An%20Exploratory%20Study&rft.jtitle=Learning%20disability%20quarterly&rft.au=Xin,%20Yan%20Ping&rft.date=2020-02-01&rft.volume=43&rft.issue=1&rft.spage=43&rft.epage=56&rft.pages=43-56&rft.issn=0731-9487&rft.eissn=2168-376X&rft_id=info:doi/10.1177/0731948719858707&rft_dat=%3Cjstor_proqu%3E26996010%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2334645490&rft_id=info:pmid/&rft_ericid=EJ1239593&rft_jstor_id=26996010&rft_sage_id=10.1177_0731948719858707&rfr_iscdi=true |