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

被引：3
|
作者：
Xin, Yan Ping [1 ]
Chiu, Ming Ming [2 ]
Tzur, Ron [3 ]
Ma, Xiaojun [1 ]
Park, Joo Young [1 ]
Yang, Xuan [1 ]
机构：
[1] Purdue Univ, W Lafayette, IN 47907 USA
[2] Educ Univ Hong Kong, Tai Po, Hong Kong, Peoples R China
[3] Univ Colorado, Denver, CO 80202 USA
来源：
LEARNING DISABILITY QUARTERLY | 2020年 / 43卷 / 01期
基金：
美国国家科学基金会;
关键词：
elementary mathematics; discourse analysis; discourse-oriented instruction; instructional strategies; learning difficulties; learning disabilities; mathematical problem solving; multiplicative reasoning; student-adaptive pedagogy; student-adaptive teaching; learning; thinking; cognition; TASKS;
D O I：
10.1177/0731948719858707
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
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.
引用
收藏
页码：43 / 56
页数：14
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