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
相关论文
共 50 条
  • [1] Epistemology of mathematical knowledge and teacher-learner interaction
    Steinbring, Heinz
    [J]. ZDM-MATHEMATICS EDUCATION, 2007, 39 (1-2): : 95 - 106
  • [2] Active learning and teacher-learner mutuality
    Majnik, Matjaz
    Skocaj, Danijel
    [J]. ELEKTROTEHNISKI VESTNIK-ELECTROCHEMICAL REVIEW, 2013, 80 (04): : 189 - 194
  • [3] Teacher-learner interaction quantifies scaffolding behaviour in imitation learning
    Okazaki, Shuntaro
    Muraoka, Yoshihiro
    Osu, Rieko
    [J]. SCIENTIFIC REPORTS, 2019, 9 (1)
  • [4] Teacher-learner interaction quantifies scaffolding behaviour in imitation learning
    Shuntaro Okazaki
    Yoshihiro Muraoka
    Rieko Osu
    [J]. Scientific Reports, 9
  • [5] Investigating written expressions of mathematical reasoning for students with learning disabilities
    Hughes, Elizabeth M.
    Riccomini, Paul J.
    Lee, Joo-Young
    [J]. JOURNAL OF MATHEMATICAL BEHAVIOR, 2020, 58
  • [6] The discourse of a learner-centered classroom: Sociocultural perspectives on teacher-learner interaction in the second-language classroom
    Anton, M
    [J]. MODERN LANGUAGE JOURNAL, 1999, 83 (03): : 303 - 318
  • [7] A Shift in Learning Culture; Rethinking the Teacher-Learner Relationship in the Digital Era
    Marghescu, Georgeta
    Marghescu, Ion
    [J]. EDU'08: PROCEEDINGS OF THE 7TH WSEAS INTERNATIONAL CONFERENCE ON EDUCATION AND EDUCATIONAL TECHNOLOGY, 2008, : 294 - +
  • [8] The Relationship of Expert Teacher-Learner Rapport and Learner Autonomy in the CVIF-Dynamic Learning Program
    Delos Reyes, Ryan Dave G.
    Torio, Von Anthony G.
    [J]. ASIA-PACIFIC EDUCATION RESEARCHER, 2021, 30 (05): : 471 - 481
  • [9] Analysis of proportional reasoning and misconceptions among students with mathematical learning disabilities
    Im, Soo-hyun
    Jitendra, Asha K.
    [J]. JOURNAL OF MATHEMATICAL BEHAVIOR, 2020, 57
  • [10] A Study of Teacher-Learner Interactions: A Continuum Between Monologic and Dialogic Interactions
    Kathard, Harsha
    Pillay, Daisy
    Pillay, Mershen
    [J]. LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS, 2015, 46 (03) : 222 - 241
12345